Coleman, Alicia2019-05-102019-05-102019-05-10http://hdl.handle.net/11603/13827The purpose of this study was to evaluate the effectiveness of a growth mindset intervention program on the mathematics achievement of upperclassmen. Students participated in a four-week long program in which they learned and reflected on brain growth, varying mindsets and goal-setting. Students’ mathematics grades were assessed using quarterly report card grades, including classwork, tests, and overall grades, as well as homework completion grades. This study utilized a quasi-experimental pretest-posttest design and found that a growth mindset program did not statistically impact students’ mathematics achievement. Additional research including a larger sample size and a prolonged intervention program should be considered in the future.31 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.Attribution-NoDerivs 3.0 United StatesEducation -- Research papers (Graduate).Text