Mind-Set and Standardized Testing Over Time

• In Event: Poster Session 13
  In Poster Session: Division C Section 2a Poster Session 1: Motivational Processes

Abstract

A longitudinal study examined the relationship between elementary school students’ mindsets and their standardize test performance over three semesters within 28 urban classrooms (N = 419). Multi-level models allowed for a 2-level model, which indicated an association between time, mindset, and academic achievement. Results suggest that students’ initial mindsets impact academic achievement. Specifically, students who initially reported a more growth-oriented mindset had a slower decline on test scores than students with a more fixed mindset. These findings align with previous research that indicated growth mindset showed a higher level of academic achievement (Mueller & Dweck, 1998; Plaks & Stecher, 2007). Results suggest that mindsets may play an important role in students’ test scores.

Authors

• Krystal L McCutchen, University of New Mexico

• Mary A Hershberger, The University of New Mexico

• Tara S. Hackel, University of New Mexico

• Martin H. Jones, University of New Mexico

• Kira Joy Carbonneau, Washington State University - Pullman

• Christian E. Mueller, The University of Memphis