An exploration of the application and implementation of growth mindset principles within a primary school
Bibliographic Data
| ID | 5262491 |
|---|---|
| Authors | Diana M Fraser (0000-0002-8270-7258, Brownhill of Annochie Croft Ellon UK, corresponding author) |
| Year | 2018 |
| Volume | 88 |
| Issue | 4 |
| Pages | 645-658 |
| Publication date | 2018-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12208 |
| PMID | 29266219 |
| OpenAlex | W2775865443 |
| Language | EN |
| Citations received | 8 |
| References cited | 29 |
BackgroundA growth mindset is a significant factor in the motivation and achievement of learners. Previous research has shown one-off interventions do encourage growth mindset thinking but only improvements are only short-lived. A sustainable and embedded approach may therefore be the only way to engender long-term changes to an individual's mindset.AimsThis research explores the application and implementation of growth mindset approaches to teaching and learning within a primary school, aiming to identify the strengths of the application and implementation of the growth mindset principles as well as areas for improvement.SampleParticipants were the head teacher, five teachers, and 28 pupils at a primary school in Scotland.MethodSemi-structured interviews were undertaken with members of staff, focus groups were undertaken with the pupils, and six observations were undertaken across three different classes. The data were thematically analysed using an inductive approach.ResultsThe analysis of the data produced four overarching themes important to the implementation and application of growth mindset teaching and learning: embarking on the process; classroom culture and teaching; outside the classroom; and pupil approach to learning.ConclusionsAmong the strengths of the implementation was the collaborative approach that had been taken in the school and the understanding that staff had of the evidence base of growth mindset teaching and learning. Areas for development included the planning of the implementation such as the lack of a readiness assessment being undertaken
Mathematics education · Mindset · Pedagogy · Psychological intervention · Computer Science · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Psychology · Resilience and Mental Health
Literature review on teachers’ mindsets, growth-oriented practices and why they matter
Utilizing a Growth Mindset and the Tadros Theory of Change to Increase Children’s Well-Being
Potential pathways for the development of a growth mindset in adolescents
The relationship between school climate and growth mindset of junior middle school students
Growth mindset is positively associated with mathematics attainment in Scotland—But socioeconomic status plays a greater role
Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school
Both Student and School Growth Mindsets are Linked with Well-being
The mindsets × societal norm effect across 78 cultures
Qualitative Data Analysis
Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later
Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum
Inquiry, Modeling, and Metacognition
A mindset for EFL
An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion
A social-cognitive approach to motivation and personality.
Defensiveness Versus Remediation
Ability groupings in the primary school
The Quality Implementation Framework
Adolescents' implicit theories predict desire for vengeance after peer conflicts
It's ok — Not everyone can be good at math”
Using thematic analysis in psychology
Grit
Praise for intelligence can undermine children's motivation and performance
Goals
The Power of Feedback
Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |