A Teacher-Based Growth Mind-Set Intervention's Impact on Minoritized Student Motivation in Mathematics

• In Event: Motivation in Underrepresented Populations: Black, Indigenous, and People of Color and Students With Disabilities

Abstract

Growth mindset interventions have been effective for increasing student achievement and have been centered around students, yet studies have largely ignored the effects that interventions have on teachers, students, and how teachers influence underrepresented students in Mathematics. The current study used a pre-post experimental design to test whether a teacher-based growth mindset online intervention program influenced the values (motivation) of students in their math class, particularly for ALN (African American, Latinx, and Native American) students. Results showed that the teacher-based intervention influenced all students’ interest value in math and racial/ethnic status moderated the outcome on cost. A thorough discussion on cost value (effort) and how race might play a role in the relationship between cost and growth mindset is provided.

Authors

• Christopher Seals, University of Louisville

• Hannah Valdiviejas, University of Illinois at Urbana Champaign