Examination of Math Teacher Environment as Treatment Effect Moderation on the Growth Mind-Set(s) Intervention

• In Event: How Context and Learning Mindsets Advance Academic Outcomes: Findings from National Study of Learning Mindsets

Abstract

Building on results from the National Study, this study explores if the math classroom environment impacts the treatment effects of the growth mindset intervention. Specifically, we examine if larger treatment effects occur in growth mindset classrooms (where the treatment would be reinforced) or in fixed mindset classrooms (where the treatment is not reinforced). This is the first national study to conduct these analyses and test whether the interaction between student mindset intervention and math classroom climate predicts high school math outcomes.
Perspectives or theoretical framework:
This research utilizes mindset X context theory, which borrows perspectives from both sociology and psychology by considering the interplay of human agency and social context in a mindset intervention. As the mindset invention helps in the development of a growth mindset, the student implements actions, such as working harder or asking for help that are inline with their beliefs. If the social context responds positively, for example, their teacher encourages revising work and reacts positively to students’ failures, then the context reinforces the students’ motivation and actions, thus sustaining the impacts of the intervention (Walton & Wilson, 2018; Yeager & Walton, 2011). However, if the context responds negatively, suggesting to students that they need to work harder, then the intervention’s effects on students’ motivation may be smaller.
Methods and Data Sources:
The data for this study comes from the National Study of Learning Mindsets (NSLM). The sample consists of approximately 9,280 ninth graders students matched to their 9th grade math teachers (approximately 270). The dependent variable is student’s math post treatment GPA, which is the student’s GPA measured after the intervention and ranges from 0 to 4.3. The main independent variables are student’s treatment status (0=control 1 = treatment), teacher mindset, and the interaction between them. Teacher mindset is a composite of two items relating to teachers’ mindset beliefs measured on a Likert scale ranging from 1 (strongly disagree) to 6 (strongly agree). The two items include: “People have a certain amount of intelligence, and they really can’t do much to change it” and “Being a top math student requires a special talent that just can’t be taught”. The models include student and teacher controls. Fixed intercept, random slopes mixed effects models are used.
Results:
We find both the treatment condition and having a teacher with a growth mindset increase post treatment GPA. Further, the interaction between treatment and teacher’s growth mindset is significant for post intervention GPA. The treatment effect on math GPA is large and substantively meaningful in classrooms where the teacher had a growth mindset.
Significance:
First, these analyses are significant since they advance the knowledge at the intersection of sociology of education and psychology of motivation and help extend mindset x context theory. Second, these analyses and findings have practical implications for teaching. They inform practices for increased participation in STEM, both by identifying teaching practices that narrow achievement gaps and identifying the students for whom those practices are most effective.

Authors

• Jenny Buontempo

• David Yeager, The University of Texas at Austin

• Ryan Bell, Saint George's College

• Jamie Mary Carroll, The University of Texas at Austin

• Molly Kudym, The University of Texas