The Maladaptive Consequences of Mathematics Tracking and How a Growth Mind-Set Intervention Can Moderate Them

• In Event: Motivating Mathematics and Science Learners

Abstract

Mathematics tracking -- a common practice -- may reinforce perceptions that intelligence is fixed, which is concerning given its well-documented negative consequences. The current study investigated whether (1) tracking level predicts motivational beliefs and math grades and (2) a growth mindset intervention moderates these relations. We used a subsample of ninth grade students (N = 6,880) from the National Study of Learning Mindsets who were randomly assigned to a growth mindset intervention or control condition. Results revealed that students in developmental and general math reported less optimal beliefs and earned lower grades than their advanced peers. However, the intervention promoted these outcomes across tracking levels and uniquely fostered more adaptive attributions for students in developmental math. Scholarly contributions are discussed.

Authors

• Alison C. Koenka, Virginia Commonwealth University

• Amy L. Dent, University of California - Irvine

• Jennifer Henderlong Corpus, Reed College