Campus

Gainesville

Publication date

3-15-2022

Publisher

Perspectives In Learning

Book or Journal Information

https://csuepress.columbusstate.edu/pil/vol19/iss1/4

Keywords

growth mindset, achievement, motivation, social studies

Abstract

The main goals of this study were to determine if student growth mindset impacted achievement and motivation and to see if gender and ethnicity made a difference in the type of mindset a student possesses. The study was conducted in a suburban middle school in Georgia with a predominantly white population and aboveaverage socio-economic status. Ninety-five students from four 7th grade social studies classes took part in the eight-week study. The results from the study showed that there was no statistically significant relationship between mindset gains and academic gains; however, there was a strong positive, statistically significant relationship between mindset gains and motivation gains. These results indicated that motivation could be the linking factor between mindset and higher academic achievement.

Author Biography

Cassandra Jennings is a graduate of the College of Education at the University of North Georgia and a public school teacher. Joshua A. Cuevas is a professor and educational psychologist in the College of Education at the University of North Georgia, USA. His research interests include applied cognition, assessment, educational measurement, evidence-based reasoning, and memory.

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Teacher impact on student growth mindset.

The main goals of this study were to determine if student growth mindset impacted achievement and motivation and to see if gender and ethnicity made a difference in the type of mindset a student possesses. The study was conducted in a suburban middle school in Georgia with a predominantly white population and aboveaverage socio-economic status. Ninety-five students from four 7th grade social studies classes took part in the eight-week study. The results from the study showed that there was no statistically significant relationship between mindset gains and academic gains; however, there was a strong positive, statistically significant relationship between mindset gains and motivation gains. These results indicated that motivation could be the linking factor between mindset and higher academic achievement.