Brennan, SarahAdams, RenardKeenan, Maura2018-07-092018-07-092018-07-09http://hdl.handle.net/11603/10958The purpose of this action research was to identify whether instruction that focuses on establishing a growth mindset has an impact on second-grade students’ academic self-efficacy. Previous research provided purpose for this study, as it provided evidence that students with heightened self-efficacy would experience academic benefits. This research was conducted through a pre-experimental study with a pretest, posttest single group design and convenience sampling. The hypothesis of this study suggested that the implementation of the growth mindset approach would have no impact on second-grade students’ academic self-efficacy. This null hypothesis was rejected, as results showed a significant difference in self-efficacy at posttest. Research in this area should continue in order to determine whether there is an opportunity to shape students’ self-efficacy in order to yield more positive growth in these learners.26 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Academic Self-EfficacyGrowth MindsetEducation -- Research papers (Graduate).Text