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.
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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