Research regarding growth mindset, possesses significant gaps, including gaps in both skill, and practice when it comes to growth mindsets in the classroom. Thus, proving the necessity of further research done on growth mindset and particularly on the effect on academic success.
Through the review of sources a theme can be seen to be emerging, there is research that has been done on growth mindset’s impact on students as a whole, but most of the studies focus on the behavior changes rather than the academic numbers. So, although some research shows how beneficial growth mindset is to anxiety and depression reduction, frustration tolerance, grit, intrinsic motivation, and even has been seen to be a better predictor of future behavior, it has not consistently been studied concerning academic success. Although schools claim to be concerned with the holistic education of a student, the data that is most often taken into consideration are standardized test scores, retention, and graduation rates. For most schools to approve funding and support for certain programs they need proof that it is going to significantly impact their students in multiple ways, one of them always needing to be academic. In conclusion, further research needs to be done about a growth mindset correlation to academic achievement. This research could help establish necessary classroom protocols and school changes to impact students beyond just middle school.
One of the limitations to this intervention is that there is no way to completely regulate the content that is taught in the lessons. Although I can provide and have consistent lesson plans with the same content, depending on the discussion in each individual class could potentially impact their full learning of the topic. However, getting in the classrooms on this particular topic three times rather than just one is one of the practices put in place in this intervention to counteract that limitation. Another potential limitation of this intervention would be the students not understanding the questions. A way to mediate that limitation would be to potentially have the computer teachers read aloud the questions and give partial explanations of the meaning with each question. However once again, there is no way to standardize their explanation of the question unless given a script.
In the end, I believe that based on the research previously provided this intervention would be effective for elementary schoolers. It is appropriate especially for the third through fifth grades because of where they are developmentally. By being in the fourth stage and struggling with their pride and shame, these students are so susceptible to developing a fixed mindset out of shame and safety (Erikson, 1959). However, with proper interventions rather than associating failure with shame, we can show that it is just a part of the process. By building a growth mindset in these elementary students we set them up to be more resilient, emotionally regulated, and to have an intrinsic belief in themselves.
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