Growth Mindset in a Fourth-Grade Class

In this study the researcher examined growth mindset teaching and its effect on student performance as well as students’ perceptions of their math self-efficacy. The author was a preservice teacher completing her clinical teaching internship in a fourth-grade math and science departmentalized setting. The goal of the study was to implement growth mindset instruction and study its effects on student performance and self efficacy in the subject of mathematics. For this study, the author collected data in the form of pre- and post-surveys, student interviews, and pre- and post-math tests. The students engaged in growth mindset mini lessons throughout the study. Utilizing the constant comparative method, the author analyzed survey and interview data for major themes, which ultimately included students’ prior fixed mindset, growth mindset in math, student self-efficacy and student performance. Descriptive statistics were used to analyze the math test scores