The Impact of Growth Mindset on Student Self-Efficacy (PDF)

The Impact of Growth Mindset on Student Self-Efficacy By Maura Keenan Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education July 2018 Graduate Programs in Special Education Goucher College  Table of Contents List of Tables i Abstract ii I. Introduction 1 Statement of Problem 2 Hypothesis 2 Operational Definitions 2 II. Review of the Literature 4 The Importance of Student Self-Efficacy 4 The Growth Mindset Approach 5 Current Practices 7 Summary 9 III. Methods 10 Design 10 Participants 10 Instrument 11 Procedure 11 IV. Results 14 V. Discussion 15 Implications of Results 15 Theoretical Consequences 15 Threats to Validity 16 Connections to Previous Studies and Existing Literature 16  Implications for Future Research 17 Conclusion 18 References 20  i List of Tables 1. Means and Standard Deviations of Self-Efficacy for the Group 14  ii Abstract The 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.  1 CHAPTER I INTRODUCTION The purpose of this action research is to identify whether instruction that focuses on establishing a growth mindset has an impact on students’ academic self-efficacy. Self-efficacy is identified as someone’s belief about his or her capabilities in a possible situation. Albert Bandura (as cited in Walia, 2017) coined the term self-efficacy through his research that emphasized that self-efficacy is considered an individual’s belief that he or she possesses the competency to accomplish a desired goal successfully. This also suggests that self-efficacy can be shaped or changed. Self-efficacy can be defined in the field of education as an individual’s judgment of his or her learning and achievement skills. The self-efficacy of a student is relevant to his or her educator because self-efficacy can impact the way an individual approaches goals, tasks, and challenges (Saeid & Eslaminejad, 2017). Therefore, a child’s self-efficacy can carry over into his or her learning behaviors, which may impact future academic achievement. Growth mindset is based on a theory that views intelligence as an attribute that can be developed over time. Growth mindset supports the concept that an individual’s intelligence can grow and increase in increments (Orosz, Péter-Szarka, Bőthe, Tóth-Király, & Berger, 2017). In contrast, the opposing view, fixed mindset, sees intelligence as unalterable or static. Students with a fixed mindset believe their academic performance is a measurement of their intellect and ability that they naturally acquired (Dweck & Dweck, 2015). Individuals classified with a fixed mindset believe intelligence is a limited, stable characteristic (Orosz et al., 2017). However, children with a growth mindset may interpret their academic performance as a result of their effort and experience. The mindset of students influences the way they perceive their academic  2 world. Students with a growth mindset believe their abilities can be improved with practice, so they are in control of their own learning (Stec, 2015). Although this study focuses its research on a small academic setting by examining data provided by second-grade students in one classroom, implications of the research can be widespread as individuals may apply growth mindset to their competencies in other areas of life, which could reflect their level of self-efficacy. The researcher is an educator who works with students who represent a range of academic ability levels. As such, previous inquiry into this area of study seems to support the need to conduct further research to examine ways for educators to impact students’ self-efficacy. Students’ self-efficacy can be predictive of their academic, social, and emotional achievement. Therefore, it is important for educators to determine whether there is an opportunity to shape students’ self-efficacy in order to yield more positive growth in their learners. Statement of Problem Self-efficacy is a valuable indicator of student academic achievement. This research sought to understand the impact of the implementation of the growth mindset approach on second-grade students’ academic self-efficacy. Hypothesis The implementation of the growth mindset approach will have no impact on second- grade students’ academic self-efficacy. Operational Definitions The independent variable in this study is the implementation of the growth mindset approach. The growth mindset approach includes instructional activities that build on the concept that one can develop intelligence by putting forth effort as opposed to a fixed mindset  3 that holds the belief that intelligence is static and cannot be changed by one’s actions. The independent variable of the growth mindset approach can be operationally defined as an instructional practice that fosters one’s belief that intelligence can be developed and increased. The dependent variable that will be measured in the study is the second-grade students’ academic self-efficacy. The concept of self-efficacy was originally introduced by theorist Albert Bandura. One way it may be operationally defined is as an individual’s belief in his or her ability to complete a future task or solve a future problem. Another way to more specifically define self-efficacy for the purposes of this study is as a student’s belief in his or her ability to complete an academic task independently and successfully.  4 CHAPTER II REVIEW OF THE LITERATURE This review of the literature will discuss the growth mindset. It will also review the importance of self-efficacy and the role it plays in an academic setting. Current teaching practices founded on self-efficacy and growth mindset concepts will be shared. The Importance of Student Self-Efficacy Self-efficacy is defined as an individual’s belief about his or her competence in a possible situation. Bandura’s (as cited in Walia, 2017) original research stated, “self-efficacy beliefs are rooted in the core belief that one has the power to produce desired effects,” (p. 197). This also suggests that self-efficacy is malleable. Self-efficacy can be defined in the academic field as an individual’s judgment for his or her learning and achievement skills. The resistance or willingness that he or she demonstrates when encountering a difficult task is a measure of his or her self-efficacy (Kaya & Bozdag, 2016). Self-efficacy can be shaped by a student’s previous performance or experience with a task. The student’s self-efficacy can transform his or her skills and capacity into behavior by allowing the individual to recognize those skills and capacities. Self-efficacy can impact the way an individual approaches goals, tasks, and challenges (Saeid & Eslaminejad, 2017). Previous research findings display self-efficacy’s relationship to students’ performance or growth in other areas of a student’s school day. Self-efficacy has been found to be a predictor of academic achievement. A positive relationship between academic self-efficacy perception and achievement has been demonstrated (Kaya & Bozdag, 2016). With an increase in self-belief, the individual’s level of learning and behavior can also improve. Teachers can have a significant effect on students’ self-efficacy, happiness, and behavior in class (Blazar & Kraft, 2017.) This  5 provides purpose for teachers to become more involved with approaches that can impact a student’s self-efficacy. Students with higher self-efficacy will persevere on difficult problems or even unsolvable problems longer than students with lower self-efficacy (Walia, 2017.) Students will gain more from learning experiences and achieve more success when approaching challenging tasks if they have a higher level of perseverance. Students with higher self-efficacy will continue to persevere and remain motivated when approaching difficult tasks (Saeid & Eslaminejad, 2017). There is a high association between self-efficacy and optimism as well as self-regulation (Walia, 2017). Individuals with higher self-efficacy have a higher sense of purpose in life. These findings illustrate the relationship between students’ self-efficacy and other learning behaviors that impact their academic achievement and behavior in the classroom. Students’ self- efficacy can influence learners’ goal pursuits (Yilmaz Soylu et al., 2017). There is a relationship between academic self-efficacy, self-directed learning readiness, and academic motivation (Saeid & Eslaminejad, 2017). Previous research findings support that students’ self-efficacy is related to much of their performance and behavior in class, which provides motivation for teachers to implement approaches that foster a higher self-efficacy in order to help students be successful and content. The Growth Mindset Approach Growth mindset is based on an implicit theory or core assumption about a personal quality while the fixed mindset sees intelligence as unchangeable or static. Students with a fixed mindset believe their academic performance is a measurement of their innate intellect and ability (Dweck & Dweck, 2015). Fixed mindset may also be known as the entity theory, as individuals assume intelligence is a limited, stable characteristic (Orosz et al., 2017). Meanwhile, growth  6 mindset views intelligence as an attribute that can be developed over time. Children with a growth mindset may perceive their academic performance as a result of their effort and/or experience. Growth mindset may also be considered a part of the incremental theory, as individuals believe intelligence can develop in increments. The mindset of students influences the way they perceive their academic world. Students with growth mindset believe their abilities can be improved with practice, so they are in control of their own learning (Stec, 2015). Students with growth mindset acquire a mastery orientation because they value learning, so they focus on deepening their understanding of concepts and focus on self-improvement. Researchers have found significant interactions between students with mastery goals and higher levels of self-efficacy (Yilmaz Soylu et al., 2017). Students with a fixed mindset demonstrate a performance orientation, as they pursue goals in order to reaffirm their competency. Therefore, students with this type of goal orientation will be more likely to engage in activities that they are confident in, whereas they will avoid activities that they may not be guaranteed to be successful with. These students will be less likely to engage in challenging tasks that could damage their self-concept. Without approaching more difficult tasks in attempt to avoid failure, these students with fixed mindset are at risk for also not learning from these tasks. Some types of instruction that incorporate the growth mindset approach have been implemented in past studies to produce findings. One example is of an instructor who used the “Brainpoints” game to award effort towards difficult tasks, which positively reinforces the growth mindset (Dweck & Dweck, 2015). Educators who use this type of growth mindset approach also use the keyword “yet” frequently when a student feels as if they are not capable of something (Stec, 2015). This instills the concept that the student’s ability can be improved with  7 effort. Educators with this mindset focus on progress as opposed to the result. Students are recognized and praised on effort as opposed to mastery. Students are also encouraged to be involved in establishing improvement goals for themselves. Growth mindset could be considered when using a form of positive education. Positive education develops creativity, fosters a positive class rapport, increases life satisfaction, and establishes civic citizenship (Zeng, Hou, & Peng, 2016). Current Practices Growth mindset is currently being used as an intervention or instructional tool. When implemented, the teacher must also have growth mindset in order for the tool to be successful (Dweck & Dweck, 2015). The beliefs that teachers hold themselves, the feedback they provide, and the time they allow for students to complete an assignment impact students’ mindset towards learning (Stec, 2015.) However, the implementation does not stop at the teacher. A school growth mindset culture increases teachers’ skills in order to support all students’ growth (Hanson, Ruff, & Bangert, 2016). Collaborative planning, shared leadership, and open communication allows for a school to foster growth mindset within teachers. School mindset interventions are used to instill a belief in the faculty that their school can help all students learn and grow (Hanson et al., 2016). Teachers with growth mindset are more open to new information, had an increased ability to resolve a conflict, displayed more tolerance, chose learning goals over performance goals, showed less stereotype behaviors, and demonstrated persistence and resilience when faced with challenges. Previous research findings have described a relationship between the use of the growth mindset approach and students’ performance or growth in other areas of the school day. High  8 levels of growth mindset in students predict higher psychological well-being and school engagement (Zeng et al., 2016). Growth mindset can lead to school achievement. Changing students’ theory of fixed mindset to growth mindset can impact their academic behaviors (i.e. enjoyment in academic activities, engagement, and grades) over time. Growth mindset interventions can increase the resilience level of students so students approach academic tasks differently. Meanwhile, even high-achieving students may be less resilient in school if they have a fixed mindset (Zeng et al., 2016). Growth mindset interventions improve school achievement, especially in populations of students who are considered at risk for lower achievement (Dweck & Dweck, 2015). A direct relationship between mastery goals and “liking writing” was found, which suggests students with a growth mindset who adopt mastery goals may find academic skills like the writing process more enjoyable than those students who focus on solely performance goals (Yilmaz Soylu et al., 2017). Students with the fixed mindset who adopt performance goals may be more concerned with maximizing desirable performance or minimizing poor performance, as opposed to engaging in instructional activities for the sole purpose of learning (Yilmaz Soylu et al., 2017). Students with a growth mindset will focus on the process of learning, whereas students with a fixed mindset will be more concerned with the outcome of a learning task. Teachers with growth mindset have developed positive psychosocial skills in students that improve students’ engagement in academic behaviors as well improve school outcomes (Hanson et al., 2016). This previous research demonstrates the impact of growth mindset on many aspects of a student’s academic achievement and progress.  9 Summary The objective of positive and effective education is to improve the students’ well-being as much as it is intended to improve their academic performance (Zeng et al., 2016). Previous research gives reason to examine whether the implementation of growth mindset has an impact on students’ self-efficacy. With heightened self-efficacy, students would experience the associated academic benefits. Positive education promotes a stronger psychological well-being, lowers at-risk behaviors, and develops character strengths which are connected to long-term physical health benefits. Previous research has found that social persuasions have the power to shape an individual’s self-efficacy (Kaya & Bozdag, 2016). Social persuasions support the development of self-efficacy enough to influence the individual to achieve success. Therefore, there should be further research to determine whether the growth mindset approach can serve as a social persuasion to impact students’ self-efficacy.  10 CHAPTER III METHODS The purpose of this study was to determine whether the implementation of the growth mindset approach would have an impact on the academic self-efficacy of second-grade students. Design This research was conducted through a pre-experimental study with a pretest, posttest single group design. The research design did not use random sampling, as convenience sampling was utilized. A pretest and posttest were given to measure the dependent variable by assessing students’ academic self-efficacy before and after participants received treatment. All participants received the treatment, which served as the independent variable of the study. The independent variable was the implementation of the growth mindset approach. The study took place over six weeks. Participants This study was conducted in a second-grade classroom of a Baltimore County Public School. Convenience sampling was the sampling method used for this study, as the participants selected were from the classroom that the researcher teaches on a daily basis. The class consists of 21 students who represent a range of academic ability levels from below grade level to above grade level. Two children in the class receive special education services, and another student receives ESOL services. Thirteen students are African American, two students are Hispanic, one student is Caucasian, and five students are Asian. Eleven students are female, and ten students are male.