Examining the Effects of Growth Mindset Strategies on Middle School Students’ Performance in Mathematics in Georgia, USA
Abstract
This quantitative quasi-experimental study examined the effects of growth mindset strategies on middle school students’ mathematics performance and attitudes. 100 seventh-grade students from two middle schools in rural Macon, Georgia, participated in the study over 12 weeks. The treatment group (n = 50) received mathematics instruction incorporating growth mindset strategies, while the control group (n = 50) received traditional instruction. Data were collected using pre- and post-assessments of mathematics achievement, the Student Attitudes toward Mathematics Inventory (SAMI), and the Mindset Assessment Profile (MAP). Results indicated statistically significant improvements in mathematics achievement scores (p < 0.001) and more positive attitudes toward mathematics (p < 0.01) for students in the treatment group compared to the control group. The findings suggest that incorporating growth mindset strategies into mathematics instruction can enhance student performance and foster positive mathematical attitudes among middle school students.