The Impact of Teaching Students about Growth Mindset on Building Resiliency


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Masters of Education

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The purpose of this action research study was to identify whether teaching growth mindset lessons would aid students in building resiliency and result in increases in student willingness to participate in class. Previous research suggests that students who have lived through adverse childhood experiences are capable of and benefit from building resiliency, and this increased resiliency has a positive effect on their academic achievement. This study used a quasi-experimental one group pretest-posttest design. The null hypothesis tested whether survey responses reflecting growth mindset would be the same before and after students participated in growth mindset lessons. This null hypothesis was retained, as the mean difference between the groups’ total pre- and post-intervention survey scores of 8.333 points yielded a t value of 2.094 with a significance value of p < .090. Results suggest that students made some gains in terms of the areas assessed, but these gains were not large enough to meet criteria for statistical significance. Further research that is designed to clarify the relationships between teaching growth mindset lessons and resiliency and students’ willingness to participate in class, as well as increase student increase their academic achievement, is recommended.