The rationale for this project was to try to replicate the academic successes experienced in Carol Dweck’s research studies, by conducting action-based research around growth mindset. We aimed to instil within the target group a growth mindset belief system to help improve self-concept. According to Bong (2003), this reduces ‘test’ related anxieties, encourages learners to set their own goals and improves motivation and enjoyment. Research published by Claro et al (2016) also shows that “…those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement.”. As such, the project was a good-fit with wider national and local educational priorities:
The inquiry followed the expert knowledge of Carol Dweck. It applied practical interventions and an incremental theory, to teach the skills which promote growth mindset. Expected outcomes were:
In terms of methodology, surveys and learning conversations were undertaken to provide both qualitative and quantitative data. On reflection, the statistical data appears somewhat unsophisticated due to the inexperience of the researcher:
The aim to extend personal professional development has been particularly rewarding. It is incumbent upon teaching professionals to “engage in professional learning …” (GTCfS 2019). This project has involved introspective evaluation and extensive research and reading of current practices in growth mindset and policy areas.
A great accomplishment is the extent to which pupil engagement and self-concept has developed. Qualitative research from a focus group, where children discussed their ‘enjoyment’ of growth mindset lessons, highlights this (see Appendix C):
Child C, “I enjoy this because it makes me more positive.”
Child G, “Yes I do enjoy GM lessons because I think I can use it the world and any place not just like in school or college or university you can use it in the real world as well.”
The project generally followed the proposed timeline. The commitment by the Head Teacher to allow two dedicated periods each week away from class to meet with the target group, was crucial. This allowed scope for quality interactions and revealing learning conversations with the children. At the outset, realistic time was also set aside for administration. This involved speaking with target group parents to explain the process, seeking written consent (Appendix A) and phone consent where necessary.
Only one anomaly arose where attendance of a training course was required on a day the group would normally meet. However, there was scope to extend the schedule by one week and still achieve the target deadline, as 'slippage' time was built in. Baseline figures were established prior to the 8-week delivery of numeracy lessons to the group. This timeframe was replicated from an example in ‘Mindset’ (2017), where Dweck asserted that positive results in maths grades could be achieved over a period of eight weeks.
During the project, it became clear that the target evaluation measures were over ambitious (Appendix B). Particularly, the benefit to be derived from the Brookings Soft Skills Report Card (2016) (Appendix E) as a basis to measure soft skills. Parents were invited to complete the ‘report card’ at the outset, to offer insight into the inherent qualities of their child in areas of Social Skills, Self-Management, Academic Soft Skills, Approaches to Learning and Physical Skills. This was repeated at the end of the project to assess change in behavioural tendencies.
Many of the statements in the 'report card' were abstract in constructs such as resilience and conscientiousness. These dispositions could not be tied to specific situations and would be influenced by genetics and the home environment. Whitehurst (2016) declared the 'report card' as, “abstract and general, meaning that they provide little of the specificity that is needed for the design of curriculum for students or for the provision of useful feedback to teachers or students.” It was decided not to repeat this as a summative measure.
Time was a further issue, so plenary discussions on the impact and understanding of the lessons delivered often replaced written comments (journals).
Using mindset to impact success in maths problem solving, through changing behaviours (e.g., intrinsic motivation and classroom engagement), has been central to this study. Our intervention involved teaching children:
Through a structured programme, the target group were taught ways in which they could ‘grow their brains’. Learning conversations preceded lessons, where the children were able to relate experiences where they had applied growth mindset. Positive starts to maths problem solving involved the children writing themselves an inspiring message such as, “I’m brave enough to try,” reinforcing their belief system. To some extent, the ‘bandwagon effect’ may have influenced healthy behaviours as peer support was encouraged for metacognition. Personalisation and choice were offered in plenary sessions where the children would investigate growth mindset online with stories and videos.
Opportunities were also taken throughout each school day, to recall and embed growth mindset skills. This helped to include the rest of the class, who may have viewed the target group as having preferred treatment, in thinking about growth mindset. Through reflective professional learning, classroom and teaching practice has improved. The entire P5 class has been introduced to the philosophy of growth mindset and cultural change has begun. Teacher narrative now takes account of effort, challenge and persistence with process-oriented praise.
From teacher observations, it was clear that the target group were exhibiting features of intrinsic motivation. Increasingly, it was evident that there was a drive to understand and complete the task before them each week. The group were very comfortable with each other and had a sense of belonging and companionship to the point that helping one another became commonplace. Insight into changing attitudes was also revealed in a focus group discussion (Appendix C) and during the MAPS survey (Appendix D). The study group were able to articulate very informed responses to the themes presented and talked the language of growth mindset. The children showed an openness to try new strategies to improve achievement such as Number Talks and CGI and would spend more time completing tasks demonstrating resilience.
In evaluation of the project, it is understood that the growth mindset theory is a wide and open-ended subject. Didau (2017) uses Dweck’s own comments to throw doubt on the efficacy of growth mindset studies. He contends that teachers have little chance of repeating her successes when Dweck herself remarked that it takes “hours and days” to achieve the right context and cannot be done “in a willy-nilly way”.
The small sample size and brevity of the project may detract from the strength of evidence presented. The study should be repeated with other types of groups, e.g., those who present at pre assessment as having a growth mindset, same sex groups or high achieving children.
This inquiry addressed differing achievement, motivation and academic performances in numeracy with a mixed group of eight P5 pupils. These pupils were identified as being within SIMD range 1-3, low achieving, lacking in confidence and educationally disenfranchised. To assess the impact of the intervention, pre and post evaluation involved:
Key results from the evaluations were:
The MAPS survey (Appendix D), whilst designed for an older audience still offered insight into attitudes as the children were supported, in an unbiased way, to complete the survey. Another child E (an ASN student) was removed from the study on the request of his parents. Whilst his pre-MAPS results remain in (Table 1), his questionnaire figures were removed for comparison purposes in the second survey (Table 2). Figures related to Child C may also be unreliable as issues with short term memory loss meant that growth mindset concepts had to be relearned. That said, progressive trends appear to have occurred in key areas of growth mindset, interest and persistence.
Responses relating to confidence fell for most respondents. However, the related question dealt with knowledge and the ability to remember teaching, formula and strategies. It might be surmised that the children have developed self-efficacy with a more honest understanding of gaps in their learning.
Some of the resources generated by the children and their teachers clearly capture the impact that the project has had on them.
The results of the project are also captured here and include:
Some of the resources used in the project can be found here, including:
In supporting the movement towards being a ‘Growth Mindset’ school, an early target in the School Improvement Plan was staff training. Several training meetings occurred where knowledge and understanding of the principles of growth mindset were discussed. A draft copy of the research undertaken with the study group was circulated to colleagues for comment. Staff appear generally persuaded that embedding the language and philosophy of growth mindset does impact positively on both self-concept and academic achievement. They wanted to undertake similar study and classroom practice.
Growth mindset was described by one as, “…an exciting whole school approach that could over a period of time offer real support to our pupils’ wellbeing and self-belief…” and had “a role in building resilience and supporting life skill development.” The Early Years team indicated that they had taken a simple message to help encourage self-growth and perseverance, focussing on “I can’t do it YET!”
This enthusiasm was tempered by comments on sustainability. The need for high and consistent levels of staff training and making time for support and implementation were considered crucial to success going forward. To capitalise on the groundwork contained in the project, a high level of strategic planning would be necessary.
Expanded targets to embrace growth mindset as a school community have been included within the School Improvement Plan. We have now delivered presentations on growth mindset to staff, parents and pupils (whole school assembly). We have begun to teach growth mindset lessons in other classes, a programme which will be rolled out across the school. We are also working to build a growth mindset ‘movement’ raising awareness through, newsletters, posters and displays and a growth mindset book list for school and class libraries.
With regard to the target group, the messages linked to growth mindset will be reinforced as teachers, parents and peers embed the related language. The attainment of this group will be tracked for comparison in Primary 7 stage.