Program

Teaching M.A.

Number of Pages

67

Year Approved

2022

First Advisor

Fox, Amy

Second Reader

Bill Kron;

Abstract

The purpose of this literature review is to investigate utilization of growth mindset pedagogy in the classroom and to determine how its use impacts student achievement. In order to determine these capabilities, a short historic timeline and evolution of the development of growth mindset is considered, growth mindset action research based on multiple age groups and its findings are examined, as well as specific growth mindset tools which can be used to improve students’ beliefs and cognitive abilities. Just as some students will enter school and believe they are “bad at math,” many also feel this way about performing well in an art class. An unfortunate characteristic of this belief is its ability to prevent students from making adequate effort in order to succeed in the classroom. Just like any other supposed talent-driven sphere of academia, students often enter the classroom with preconceived ideas regarding their own innate abilities and this can significantly inhibit their experience of learning. A primary barrier to students' success would then equate to a fixed mindset. The idea that students cannot perform tasks based on past experiences and/or the belief that they cannot or will not perform well in class can steer students in the wrong direction. A growth mindset takes away the belief of not being “smart enough” and transforms the perspective to a lens of seeing success through tenacity, grit and perseverance.

Degree Name

Teaching M.A.

Document Type

Masterʼs thesis

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