Year: 2014
Type: article
Study design: Observational Study
Abstract: Carol Dweck’s research on fixed vs. growth mindset has led to many opportunities for educational research. According to Dweck, a person with a fixed mindset believes that his or her qualities related to a certain task are unchangeable while an individual with a growth mindset believes that his or her qualities related to a certain task can be changed and improved (Dweck, 2006). A correlative study was conducted to identify relationships that exist between student mindset and scores from the Nebraska State Accountability Test (NeSA). For this study, students in the 7th, 8th, and 11th grade classes at a Plains State school were administered Dweck’s Scale of Mindset. These scores were then correlated with their standardized test scores. A null hypothesis was formed that there is no relationship between student mindset and performance on the NeSA test. A moderate, positive, statistically significant correlation was found between 8th grade and 11th grade reading scores and intelligence mindset. Similarly, a moderate, positive, statistically significant correlation was found between female reading scores and intelligence mindset. Recommendations for further study and implications for practice were given. Advisor: Lloyd Bell
Source: Lincoln (University of Nebraska)
Author: Ann E Dvorak
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2096389779