The Relation Between a Teacher-Based Growth Mindset Training and Minoritized Student Motivation in Mathematics

Christopher Seals, Hannah Valdiviejas

Research output: Contribution to journalArticlepeer-review

Abstract

Growth mindset intervention research has centered student outcomes and has largely ignored the effects of the teacher on the student and how teachers specifically influence African American, Latinx, and Native students (AHN) in Mathematics. The current study used a pre-post experimental design to test whether a teacher-based growth mindset online intervention program influenced students’ motivation (i.e., cost beliefs) on mathematics classes, particularly for AHN students. Results showed that the intervention influenced AHN students’ perception of cost (i.e., effort) value. AHN status moderated outcomes on cost value beliefs, where cost value for AHN students decreased after their teacher’s participation in the intervention.

Original languageEnglish (US)
Pages (from-to)53-74
Number of pages22
JournalJournal of Higher Education Theory and Practice
Volume21
Issue number15
DOIs
StatePublished - Dec 29 2021

Keywords

  • Cost (effort)
  • Growth mindset interventions
  • Teacher-based intervention
  • Underrepresented STEM student motivation in math
  • Value in math

ASJC Scopus subject areas

  • Education

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