Graduate Education Seminar (Affiliated Group)

Title

Does Teaching Growth Mindset through Direct Instruction Change Student Self-Efficacy and Reading Achievement in Elementary School?

Faculty Mentor(s)

Joshua Cuevas

Campus

Cumming

Proposal Type

Oral Presentation

Subject Area

Education

Location

Nesbitt 5101

Start Date

13-3-2020 1:00 PM

End Date

13-3-2020 1:30 PM

Description/Abstract

Growth mindset is a concept in education and psychology that has been studied since the mid-1980s. Growth mindset, also known as incremental belief of intelligence, has been defined by psychologist Carol Dweck as the belief that intelligence is malleable and can be changed based upon effort, motivation, and perseverance. Research has been focused on students aging from middle grades through adulthood. Growth mindset has been found to positively correlate to motivation, goal-setting, grit, and self-efficacy. However, very few studies have investigated the relationship between growth mindset, student self-efficacy, and academic achievement at the elementary school level.

Mindset Kit is a company that has used this research on growth mindset to create lessons for teachers to directly teach growth mindset to students of all ages. A few studies have used these lessons and have seen improvement in academic achievement, but these studies were not conducted with elementary-aged students. For my research, I have focused on the use of these lessons with third-grade students and how these lessons affect students’ beliefs of intelligence, their self-efficacy, and their reading achievement. Hypothetically, the research should will that direct instruction of growth mindset has a strong positive correlation with improved growth mindset, improved self-efficacy, and improved reading achievement.

In my presentation, I will to discuss how the direct instruction of growth mindset at the elementary level has affected the students involved. I will address strengths and challenges in implementing and conducting the research, as well as with the lessons themselves.

Media Format

flash_audio

This document is currently not available here.

Share

COinS
 
Mar 13th, 1:00 PM Mar 13th, 1:30 PM

Does Teaching Growth Mindset through Direct Instruction Change Student Self-Efficacy and Reading Achievement in Elementary School?

Nesbitt 5101

Growth mindset is a concept in education and psychology that has been studied since the mid-1980s. Growth mindset, also known as incremental belief of intelligence, has been defined by psychologist Carol Dweck as the belief that intelligence is malleable and can be changed based upon effort, motivation, and perseverance. Research has been focused on students aging from middle grades through adulthood. Growth mindset has been found to positively correlate to motivation, goal-setting, grit, and self-efficacy. However, very few studies have investigated the relationship between growth mindset, student self-efficacy, and academic achievement at the elementary school level.

Mindset Kit is a company that has used this research on growth mindset to create lessons for teachers to directly teach growth mindset to students of all ages. A few studies have used these lessons and have seen improvement in academic achievement, but these studies were not conducted with elementary-aged students. For my research, I have focused on the use of these lessons with third-grade students and how these lessons affect students’ beliefs of intelligence, their self-efficacy, and their reading achievement. Hypothetically, the research should will that direct instruction of growth mindset has a strong positive correlation with improved growth mindset, improved self-efficacy, and improved reading achievement.

In my presentation, I will to discuss how the direct instruction of growth mindset at the elementary level has affected the students involved. I will address strengths and challenges in implementing and conducting the research, as well as with the lessons themselves.