Teacher Impact on Student Growth Mindset

Authors

Cassandra Jennings
Joshua A. Cuevas, University of North GeorgiaFollow

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 above-average 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's Biographies

Cassandra Jennings is a middle school teacher in Forsyth County, Georgia, and former graduate student at the University of North Georgia. Her interests include growth mindset, student achievement, and motivation.

Josh Cuevas is an associate professor and educational psychologist in the College of Education at the University of North Georgia. His research interests include cognition, learning, and memory.

This is an original work

1

This work has not been previously published

1

IRB approval verification

N/A

Recommended Citation

Jennings, C., & Cuevas, J. A. (2021). Teacher Impact on Student Growth Mindset. Perspectives In Learning, 19 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol19/iss1/4