Erin Crobons

Date of Award

2020

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Barton, Michelle

Area of Concentration

Psychology

Abstract

This thesis reviewed the effects of a growth mindset intervention on sixth-grader’s mathematics performance and confidence in their mathematics ability. The current study hypothesized that (1) students with an initial fixed mindset would increase their mathematics confidence and performance more than students who held a growth mindset initially; (2) females would increase their mathematics confidence and performance more than males; (3) females who received the intervention would increase their mathematics confidence and performance more than females who did not receive the intervention. Sixth-grade students enrolled at a Montessori school completed a growth mindset intervention and were surveyed on their mindset and confidence in mathematics ability pre- and post- intervention. Students’ mathematics test grades pre- and post- intervention were collected. Results showed that males were more accurate in their confidence in mathematics ability as it relates to their performance than females were. Both males and females decreased their mathematics performance. Due to high individual differences, there was not a clear pattern to discern in mathematics performance for females who received the intervention versus those who did not. Limitations such as limited sample size and curriculum are noted, and further research is recommended.

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