GROWTH MINDSET IN ELEMENTARY SCHOOLS GROWTH MINDSET IMPLEMENTATION IN ELEMENTARY SCHOOLS by Margo Pfeifer A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, UT November 25, 2020 Approved: Louise R. Moulding, Ph.D. Penée W. Stewart, Ph.D. Caitlin Byrne, Ph.D. GROWTH MINDSET IN ELEMENTARY SCHOOLS 2 Acknowledgements This has been a long journey, but great in many ways. I have interacted and worked with many people during this time. I have grown so much and become stronger. My belief that I can do anything has been strengthened even more as I climbed this mountain. There were many times when I enjoyed climbing this mountain, but there were also times when felt that this mountain would never end, the peak seemed so far away. As I pressed forward, I was lifted and strengthened by many that I love and appreciate deeply I did not climb this mountain alone. My mother has been a never-ending support and has taught me since I was young to have a growth mindset. She told me many times that I can do anything I put my mind to. I learned that with faith and hard work I can achieve anything I put my mind too. This has proven true and has been such a strength to me throughout my life. I have been able to achieve so much by having a growth mindset from marathon to master’s degree. My dad has also taught me the value of hard work while stacking wood or coal, or working in the yard together. I am forever grateful for those great memories. I want to thank my siblings and my brother-in-law, my best friends Jared, Michelle, Brandon and Caldy. Thank you for being there for me. Thank you for being a listening ear, thank you for strengthening me, and thank you for the laughter and Joy you bring to my life. I would like to dedicate this section to all the children I have had the opportunity to teach and all the children I will have the opportunity to teach. Thank you for bringing joy into my life and for showing me we can do hard things. I want each of you to know that you can do hard things. No matter what may seem in your way, you can achieve your goals. I am here cheering you on! I would like to thank deeply Dr. Moulding, who has been on this life-changing journey with me since the beginning. There have been many ups and downs, but Dr. Moulding’s support, guidance, and loving heart has guided me to complete this journey, and I will be forever grateful for her dedication to helping me reach the peak. I would also like to thank the many friends and people I call family for the endless support and strength during this journey. I couldn’t have done it without your laughter, your friendship, your late-night assistance, your listening ears, and most of all your loving hearts. I am so blessed to have such incredible people in my life. Shout out to Margo’s Super Awesome Come Follow Me Study Group. Thank you for being such a light in my life, our friendships will be eternal. Most importantly I want to thank my Heavenly Parents and Savior Jesus Christ for always being there for me. The storms and the waves that I experienced during this adventure were tough, but because I always knew I could trust in God, I knew everything would work out GROWTH MINDSET IN ELEMENTARY SCHOOLS 3 for the best. “…It all works out. Don’t worry… If you do your best it will all work out. Put your trust in God, and move forward with faith” - President Gordon B. Hinckley I knew I could always count on my Heavenly Father when the waves were crashing and tears flowing. I found peace in my Savior and down on my knees. I would like to end this acknowledgement two quotes that guide my life. “Get on your knees and pray get on your feet and work.” Gordon Hinckley “…Life is not just to be endured but enjoyed.” Gordon B. Hinckley Find joy in the journey, find light in trials, and find pockets of sunshine in your daily life. This life was meant to be lived with joy; trials bring us closer, and help us grow. I am so grateful for the struggles I experienced because as I preserved through boulders and rocks that entered my path, I became more resilient. Another blessing was I grew and strengthened relationships with many. This journey helped reinforce the confidence, I have, that I can do hard things, through Christ who strengthens me and with the support of my pillars: my loving family, friends, students, and professors. GROWTH MINDSET IN ELEMENTARY SCHOOLS 4 TABLE OF CONTENTS NATURE OF THE PROBLEM...................................................................................................... 8 Literature Review ...................................................................................................................... 10 Definition of Growth and Fixed Mindset .............................................................................. 10 Self-Efficacy and Past Achievement Effects on Growth Mindset ........................................ 11 History .................................................................................................................................. 12 Research Supporting Perseverance and Grit ......................................................................... 13 Academic Achievement and Mindset .................................................................................... 15 Strategies ............................................................................................................................... 18 Misconceptions about Growth Mindset ................................................................................. 21 Summary .................................................................................................................................. 22 PURPOSE .................................................................................................................................... 24 METHODS .................................................................................................................................. 25 Participants ............................................................................................................................... 25 Instruments ............................................................................................................................... 25 Procedures ................................................................................................................................ 26 RESULTS AND DISCUSSION ................................................................................................... 27 Findings Related to Research Question One: ............................................................................ 27 Findings Related to Research Question Two: ........................................................................... 29 Findings Related to Research Question Three: ......................................................................... 30 Findings Related to Research Question Four: ........................................................................... 33 Findings Related to Research Question Five: ........................................................................... 37 Findings Related to Research Question Six: ............................................................................. 40 GROWTH MINDSET IN ELEMENTARY SCHOOLS 5 CONCLUSION ............................................................................................................................. 46 Limitations/Recommendations.................................................................................................. 46 REFERENCES ............................................................................................................................. 48 APPENDIX A: Growth Mindset Implementation Survey for Educators ..................................... 51 APPENDIX B: IRB APPROVAL ................................................................................................ 62 GROWTH MINDSET IN ELEMENTARY SCHOOLS 6 List of Tables Table 1. Educators’ Beliefs About Fixed and Growth Mindset .....................................................27 Table 2. Educators’ Understanding and Implementation of Growth Mindset ..............................28 Table 3. Educators’ Experience with Growth Mindset ..................................................................30 Table 4. Educators’ Response to Growth Mindset Professional Development and Training .......31 Table 5. Topics Addressed in Educators’ Training on Growth Mindset .......................................32 Table 6. Educators’ Feelings of Preparedness ..............................................................................33 Table 7. Growth Mindset Integration into Teaching Expectations and Practices ........................34 Table 8. Educators’ Ratings of Effectiveness of Encouraging Statements ....................................35 Table 9. Educators’ Challenges in Fostering a Growth Mindset in Students ...............................37 Table 10. Educators Implementation of Fixed and Growth Mindset Strategies............................38 Table 11. Educators’ Integration Student Growth Mindset ..........................................................40 Table 12. Importance of Factors Related to Student Achievement ................................................41 Table 13. Educators’ Beliefs About School Success ......................................................................42 Table 14. Educators’ Beliefs About Teaching Students with Certain Characteristics ..................43 Table 15. Educators’ Agreement for Statements Associated with Growth Mindset ......................44 Table 16. Educators’ Beliefs About Growth Mindset Outcomes ...................................................45 GROWTH MINDSET IN ELEMENTARY SCHOOLS 7 Abstract The construct of growth mindset has been agreed upon by many researchers and educators as a resource for helping students succeed. The problem is whether those implementing growth mindset strategies fully understand the construct and how to properly foster it in the classroom. The purpose of this study was to investigate whether the theory of growth mindset is being implemented within the elementary classroom using strategies that are supported by literature and true to Dweck’s definition of the construct. The methodology used was a survey given to educators in a northern Utah public school district. The survey contained 24 questions that helped determine elementary teachers’ instruction and understanding of growth mindset. The questions were based on what educators believed a growth mindset to be, how they implemented it, and how often. The results showed that most educators understood the difference between fixed and growth mindset and were implementing growth mindset correctly most of the time, and incorrectly at other times. The data showed that some educators do not believe they have adequate solutions and strategies for teaching growth mindset and they demonstrated a desire and need for more training. This implied that growth mindset trainings and curriculum need to be revisited, and strategies and lessons revised to be more effective in aiding students in developing a growth mindset. Further research on how to implement Carol Dweck’s explanation of the theory of growth mindset would benefit elementary classrooms and teachers. GROWTH MINDSET IN ELEMENTARY SCHOOLS 8 NATURE OF THE PROBLEM Growth mindset, a current topic of focus in much of education is “the belief that with practice, perseverance and effort, people have limitless potential to learn and grow” (Brock & Hundley, 2016, p. 1). Lacking a growth mindset can affect an individual’s ability to persevere through challenges. Academic achievement is related to a student’s ability to persevere. Students who have a persevering mindset often achieve higher academically than their peers who do not have a growth mindset (Dweck, Walton, & Cohen, 2014). Grit, a trait of growth mindset, is the ability to confront challenges with a determination to persevere and move past difficult setbacks. Challenges require students to use resources to help them be successful as they face situations both in and out of school (Barseghian, 2013). Dweck (2014) stated “High levels of achievement require sustained effort on difficult tasks; grit will be an important predictor of remaining in and succeeding in school” (p. 14). Increasing a student's growth mindset can increase academic achievement, help students gain self-confidence in academic and social situations, and provide skills for immediate and future success. (Dweck et al., 2014). A student’s past academic achievement affects future academic success. Each student has different life experiences: different cultures, traditions, family structures, socioeconomic status, and priorities. These life experiences can negatively impact students. Students who lack support and have experienced many past failures can struggle when navigating social and academic challenges. Every student will encounter many challenges in life but how they handle them will affect their ability to achieve success (Hochanadel & Finamore, 2015). Unfortunately, not all students are equipped with viable tools to handle social and academic setbacks while working on a task. In response to failure, students without these tools are likely to struggle academically and socially, more than peers who have a repertoire of GROWTH MINDSET IN ELEMENTARY SCHOOLS 9 strategies to choose from (Ricci, 2013). An individual's response to failure and mistakes is dependent on their mindset. There are tools and strategies that can help develop a growth mindset (Ricci, 2013), including problem-solving skills, making real-world connections, communication skills, and the ability to motivate themselves (Taylor, 2017). These tools help students to look at knowledge from different perspectives. Those developing a growth mindset need to be able to look at challenges and failures from different perspectives to help propel them forward. Different perspectives help people to resolve challenges (Ricci, 2013). Teachers need to be educated about the brain in order for them to teach growth mindset effectively. Once educated, teachers can more effectively use techniques that promote growth mindset. Two techniques teachers use are instructing students about the malleability of the brain and how the brain works to obtain and retain knowledge. Other techniques consist of process-based teaching, praising correctly, valuing mistakes, and providing feedback using mindset stemmed language (Haimovitz & Dweck, 2017). Additional strategies utilized by teachers to foster a growth mindset are showing examples of other growth-minded people, teaching parents about growth mindset, and teaching students to reflect and use feedback to enhance learning (Haimovitz & Dweck, 2017). These strategies and programs may be beneficial if they are implemented correctly. While there has been much discussion on the topic of growth and fixed mindset and how it can be implemented in educational settings, there is research lacking on the accuracy of its implementation. As time has passed, educators have expounded on this knowledge and have put into action what they learned and have seen significant results (Dweck, 2016). While some educators have seen significant results, other educators misunderstand and misuse growth GROWTH MINDSET IN ELEMENTARY SCHOOLS 10 mindset, which potentially lessens the results. More research on how teachers understand and implement growth mindset could result in greater benefits to more students. During the rise in popularity of Dweck’s work, there has been some misunderstanding and misuse of the term “growth mindset” (Dweck, 2015). How teachers perceive and implement the practice of growth mindset is not well known. There is a lack of research on how to accurately implement a growth mindset so that the benefits of innovation, motivation, and productivity are obtained (Dweck, 2017). Literature Review When students enter school, most parents have strong beliefs in their child’s potential and hope for their future (Dweck, 2016). Potential is affected by one’s ability to persevere over time in the face of social and academic challenges. During this time, parents and teachers come to recognize the difference in a student’s ability to persevere. The problem is, without gaining new strategies and mindsets to persevere through these challenges, students may struggle to succeed academically and socially in school, ultimately affecting their success. Improving students’ growth mindset can increase academic scores, help students gain self-confidence, allow them to succeed in their jobs and careers, and help them to rise above challenging situations. Definition of Growth and Fixed Mindset Ricci (2013) explained that, “Mindset is a set of personal beliefs and is a way of thinking that influences your behavior and attitude towards yourself and others” (p. 4). Growth mindset is a positive belief that a person has about their abilities, which can help them persevere and succeed in social and academic challenges (Dweck, 2015; Mraz, 2015). The variable that affects whether students persist depends on whether they have a growth or fixed mindset. Those with a growth mindset believe that if they work hard and persevere, they can learn and achieve more. GROWTH MINDSET IN ELEMENTARY SCHOOLS 11 They believe that with their own hard work, strategies, and the support of others they can change their abilities. Those with a growth mindset persevere because they know effort makes a difference (Dweck, 2016). Those with a fixed mindset believe that traits, personalities, skills, and habits cannot be changed, they are predetermined. Therefore, they believe their intelligence and talents are unchangeable. Consequently, effort is not notably valued (Mraz, 2015). This is a problem for students who struggle and do not believe in their abilities because it becomes a self-fulfilling prophecy. Those with a fixed mindset believe they cannot do something and do not try because they don’t believe effort makes a difference. Others will not try because they want to look smart and avoid taking risks because they have a possibility of failure, thus depriving themselves of opportunities for taking on new challenges and growing (Ricci, 2013). Self-Efficacy and Past Achievement Effects on Growth Mindset Most students begin school with a zeal for learning and a willingness to take risks (Dweck, 2016). With time, some students thrive with challenging academic assignments as they endure through them; others resist challenges and may give up because of low self-esteem and self-efficacy (Dweck, 2016). As identified by Claro, Paunesak and Dweck (2016), “Academic achievement is influenced by structural factors such as a student’s socioeconomic background and psychological factors, such as students’ beliefs about their abilities” (p. 1). Past failures and lack of support from others affect students’ ability to persevere during social and/or academic challenges. This leads them to cultivate a more fixed mindset (Hochanadel & Finamore, 2015). Dweck (2016) expounded that when those with a fixed mindset do not succeed, it can lead them to identify as a failure. It is not only that they failed at that activity, but it is who they believe they have become. Some people with a fixed mindset believe when they succeed, it is GROWTH MINDSET IN ELEMENTARY SCHOOLS 12 because they are superior to others. If they fail at something, their self-esteem is negatively impacted. Even if they are smart and talented, their mindset suppresses their ability to cope with challenges and can cause a downward spiral of negativity. Dweck (2016) stated, “When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them. If abilities can be expanded ––if change and growth are possible– then there are still many paths to success” (p. 39). Those with a fixed mindset do not believe in their ability to change and succeed. As a result, they do not reach their full potential because they cannot see their path to success when their mind is disarrayed with failures (Dweck, 2016). History Carol Dweck started the research movement on growth and fixed mindset. As she was participating in research about how people handle failures in their lives, she discovered that some people love challenges while others oppose them. Her curiosity led her to conduct many research experiments on human characteristics and the mind. Dweck's studies focused on one question: “What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait?” (Dweck, 2016, p. 4). Dweck (2016) gave research participants a scenario and asked how they would respond in that situation. The scenario consisted of participants going to a class that they enjoyed and was important to their academic success. After participating in the class, they received a C+ on a test, a parking ticket on their windshield, and while telling a friend about their day, the friend did not listen. In response, those with a fixed mindset said statements such as, ‘I feel worthless’, ‘I’m a failure’, ‘Life is not fair, and effort is useless’. Those with a growth mindset responded with statements such as, “I need to try harder in class”, “I will pay the ticket and find out what is wrong with my friend,” (Dweck, 2016, p. 9). Dweck's analysis of the results found those with a GROWTH MINDSET IN ELEMENTARY SCHOOLS 13 growth mindset had a better outlook on life and could manage difficult situations without feeling devastated. She theorized this was because they did not tie their self-worth to their failures. Those who did not feel devastated were able to look at their problems and rationally decide on the best plan of action (Dweck, 2016). As Dweck continued to experiment, she discovered that taking risks and exerting effort was hard for those with a fixed mindset. Those with a fixed mindset did not believe that taking risks and making an effort could make a difference in the outcome of their life’s circumstances. Dweck found out that whether or not an individual believes they can change influences all their thoughts and actions. These studies led to more research by Dweck on how a person’s mindset affects their life (Dweck, 2016). Research Supporting Perseverance and Grit Alfred Binet, inventor of the IQ test, according to Dweck (2016) said, “It’s not always the people who start out the smartest who end up the smartest,” (p. 5). Perseverance makes a difference in a person's ability to gain knowledge and accomplish tasks. Duckworth and Peterson (2007) completed six investigations to see how the non-cognitive trait of grit predicted success. The first study identified whether educational attainment (high school, bachelor’s degree or master’s degree) and age influenced how much grit a person had. On average, those who had higher education attainment scored higher on the grit scale. Those who were older scored higher on the grit scale because, according to the discussion, they had more life experience (Duckworth & Peterson, 2007). If the students had low grit scores and high academic scores, then grit would not correlate to higher academic scores. This study showed those who achieved high academically also had high scores on the grit scale, confirming the researchers proposition that educational attainment and grit correlate. GROWTH MINDSET IN ELEMENTARY SCHOOLS 14 Duckworth’s third study was performed to see if grit was associated with cumulative GPA of undergraduate students at a university. The volunteer participants had average SAT scores in the 96th percentile. Students used the grit scale to rank their thoughts about themselves and their efforts. Results indicated students with more grit had higher GPAs (Duckworth & Peterson, 2007). Research has shown that students who have greater fortitude are more academically successful (Reraki, Celik, & Sacricam, 2015). Researchers evaluated 334 undergraduates from the Faculty of Education in Agri Ibrahim Cecen University and Dumlupınar University in Turkey. The participants were sophomores to seniors. They completed the grit scale on which they ranked eight items and two subscales on a 5-point Likert scale from strongly disagree to strongly agree. The subscales were “consistency of effort” and “perseverance of effort.” For example, an item in this subscale was “I am a hard worker” (Reraki et al., 2015, p. 5). They also filled out the academic motivation scale which had 28 items and seven subscales based on extrinsic and intrinsic motivation. The scale ranged from “does not correspond at all” to “corresponds exactly.” The results from the study are based on the undergraduates' responses in comparison with their GPA. Grit and academic achievement were statistically positively related (Reraki et al., 2015). A study done by Robertson-Kraft and Duckworth (2014) looked at the qualities and grit strength of teachers during the hiring process. They collected data on the grit of teaching candidates by having raters fill out a rubric based on data collected from candidates’ resumes. The raters used a grit rubric, SAT scores, GPA, and other information given during the hiring process to predict retention and effectiveness of new teachers. The results showed that those who GROWTH MINDSET IN ELEMENTARY SCHOOLS 15 were assessed to have more grit remained teaching and performed better than their colleagues (Robertson-Kraft & Duckworth, 2014). Overall, Duckworth’s studies showed that grit, perseverance, and passion for sticking to long-term goals contribute significantly to successful outcomes of these goals. There was a 4% variance in success outcomes based on those who did and did not have the non-cognitive trait of grit (Duckworth, 2007). Duckworth’s data supports the implication that grit and perseverance affect a person’s academic and social standing. These studies aid in validating that perseverance is a key factor in an individual's ability to succeed. Academic Achievement and Mindset Academic achievement represents the extent to which students have met the specific goals for the activity or subject being taught. Acquisition of knowledge and the ability to demonstrate knowledge can be shown in many ways. Academic achievement can be measured with classroom grades, standardized test grades, report cards, grade point averages, diplomas, and certificates (Steinmayr, 2017). “All criteria have in common that they represent intellectual endeavors and thus, more or less, mirror the intellectual capacity of a person” (Steinmayr, 2017, p. Intro). These accomplishments help educators identify if the student can move forward in their educational endeavors, which impacts their career and, overall, affects their future and their community’s future (Steinmayr, 2017). Dweck and colleagues (2014) stated, “Academic success requires more than ability. It requires the application of ability and the growth of ability through sustained hard work” (p. 14). Academic achievement does not just come from talent, but instead requires sustained effort. Laursen (2015) stated, “Students who demonstrate a growth mindset and grit earn higher grades than students who do not” (p. 2). Our brain is constantly changing because neurons are connecting GROWTH MINDSET IN ELEMENTARY SCHOOLS 16 as we learn new things. This is called neuroplasticity: the ability of the brain to change, adapt, and “rewire itself through our entire life” (Ricci, 2013, p. 5). This declaration supported Laursen’s (2015) statement “that intelligence and character strengths are malleable and grow as a result of effort. Students are more likely to stick with challenging tasks and assignments when they believe their effort is a determining factor in their growth” (p. 5). This research showed that putting forth effort can increase intelligence and strengthen our character, supporting the growth mindset concept that intelligence is not a fixed trait. Those with a growth mindset understand that effort can increase intelligence and strengthen our character therefore they put forth more effort when faced with setbacks. For example, a study by Grant and Dweck (2003) followed pre-med students through their first semester of chemistry. The class was needed to help them on their pathway to becoming a doctor. When the semester began, students were assessed to determine their mindset. At the beginning, all the students were interested in chemistry. Throughout the semester, students’ grades were tracked and habits questioned (Grant & Dweck, 2003). Those with a fixed mindset only stayed interested and involved if their scores were high. If not, their enjoyment and interest plummeted. A student reported, “I was excited about chemistry, but now I get a bad feeling in my stomach”. Those with a growth mindset stayed interested and reported, “It’s a lot more difficult than I thought, but that only makes me more determined” (Grant & Dweck, as quoted in Dweck, 2016, p. 23). The results showed that those with a growth mindset earned higher grades in the class. A factor to note was that if a student did poorly on a test, they would bounce back because they took charge of learning by reviewing mistakes and experimenting with different ways to learn the material best. Those with a fixed mindset studied by trying to memorize material. If they did not do well on an assessment, they decided chemistry was not for them and GROWTH MINDSET IN ELEMENTARY SCHOOLS 17 gave up on learning the material (Dweck, 2016). Students with a growth mindset put forth effort and it made a difference: they learned new knowledge. A study done in the Clark County school district in Nevada surveyed students and their teachers in fourth through twelfth grade (Snipes, 2017). The study was done with 121,835 students and 6,574 teachers. There were four research questions all focusing on growth mindset, academic performance, and academic behaviors. The results indicated that students with a “weaker belief in the potential to improve, along with fears of failure and embarrassment, are more prevalent at low-achieving schools” (Snipes, 2017, p. 10). These students had traits of a fixed mindset. The data were analyzed using a scale of one to five: an average of one meant that students agreed with all fixed mindset statements and an average of five meant they disagreed with all fixed mindset statements. The data showed that students who achieved higher academic scores had a higher average mindset score (4.3) than those in the lower achieving group (3.5) on the mindset scale, meaning students with higher academic achievement had more of a growth mindset. The schools in the lowest academic achievement quartile received an average of 3.8 out of 5 for a mindset score versus those schools in the highest achievement quartile which received an average of 4.1 out of 5. This data showed that Nevada schools that had students with a higher growth mindset achieved more academic success than other schools in the district (Snipes, 2017). A factor that impacted the data was that schools had students of different socioeconomic status. Schools had different percentages of students identified as English language learners and students entered school with different “prior academic achievement, English Language Learners status, and race/ethnicity.” (Snipes, 2017, pg. i). Schools that were comprised of students with lower prior academic achievement, ELL students, and African American students had growth GROWTH MINDSET IN ELEMENTARY SCHOOLS 18 mindset scores were 0.2-0.8 standard deviation lower than high achieving, non- ELL, and Caucasian students. Students in lower achieving schools, that had greater percentage of economically disadvantage students, and ELL students, growth mindset and academic behaviors scores were also lower (Snipes, 2017). These results show that students’ past experiences and beliefs about their abilities affect academic achievement. Providing mindset lessons can have favorable effect on their academic achievement (Snipes, 2017). These studies provide supporting evidence that individuals with a growth mindset achieve higher academically. Pre-med students (Grant & Dweck, 2016), undergraduates (Reraki et al., 2015), and elementary school students (Snipes, 2017) from fourth through twelfth grade who had a growth mindset, achieved higher academically than their peers. This implies that having a growth mindset increases students’ academic achievement. Teaching strategies to develop a growth mindset could aid in increasing student achievement. Overall, these studies showed that a person's mindset affects their life’s outcomes and aid in validating that perseverance is a key factor in an individual's ability to succeed. Whether a person perseveres is affected by their mindset. Students may not have obtained the skills needed to have a mindset to persist through challenges they face. Teaching growth mindset lessons is a tool available to scaffold those struggling students to success. Strategies There are a variety of strategies teachers use to teach growth mindset and grit to students, but sometimes they are not implemented correctly due to misunderstandings (Dweck, 2016). A vital part to teaching growth mindset and grit is for educators to understand growth mindset and how to implement it in their teaching (Ricci, 2013). Teachers who understand growth mindset understand that the brain is malleable. They understand as students learn something new, their GROWTH MINDSET IN ELEMENTARY SCHOOLS 19 neurons make connections. When this learning is continuously practiced and applied, these connections get stronger and the pathway of understanding the content is clearer. This knowledge helps teachers to understand that, with grit and perseverance, all students can learn and meet higher standards (Ricci, 2013). Understanding and teaching about growth mindset does not necessarily mean that the teacher has a growth mindset. An example of a growth mindset not being implemented correctly is when teachers had a growth mindset but were not passing it on to their students (Robinson, 2016). One way that teachers can pass on a growth mindset thinking process is to teach students about the brain, its development and neuroplasticity. Students can become more motivated to learn when they know their brain can change (Robinson, 2016). An eight-week long mindset workshop was held for adolescent students, where they were educated about their brain and given lessons that would help them with their study skills. (Blackwell, Trzesniewski, & Dweck, 2007). There were two research groups; one group was taught mindset skills and the other group was taught study skills. The teachers did not know which group their students were placed in. The end result was that students in the mindset group improved their study skills, while students in the study skills group did not. Teachers reported L., who never puts in any extra effort and doesn't turn in homework on time, actually stayed up late working for hours to finish an assignment early so I could review it and give him a chance to revise it. He earned a B+ on the assignment (he had been getting C's and lower). M. was [performing] far below grade level. During the past several weeks, she has voluntarily asked for extra help from me during her lunch period in order to improve her test‐taking performance. Her grades drastically improved from failing to an 84 her recent exam. (Blackwell et al., 2007, p. 256) GROWTH MINDSET IN ELEMENTARY SCHOOLS 20 Students in the mindset group understood they could change their abilities and knowledge through effort and perseverance. A study titled “Mindset in the Classroom” a National Study of K-12 teachers investigated how growth mindset was implemented by educators for the success of students Yettick, Lloyd, Harwin, Reimer, & Swanson, 2016). The study was completed by Education Week Research Center, which conducts studies on issues in American education. The researchers crafted a survey to gather teachers’ perspectives and experiences in connections with learning mindsets. The survey was completed by over 600 K-12 teachers in May 2016. It came at a time when experts encountered concerns about whether or not teachers genuinely understood growth mindset and included growth mindset in curriculum that would be beneficial to students. The survey data brought to attention educators’ familiarity with growth mindset, their feelings about growth mindset and how they integrate growth mindset in their interactions with students (Yettick et al., 2016). The results stated that over half the survey respondents were familiar with growth mindset and agreed that it would enhance student learning (Yettick et al., 2016). Teachers believed positive behaviors and outcomes resulted from having a growth mindset. The majority of teachers connected student growth mindset with having persistence in schoolwork, good course grades, excitement about learning, and consistent completion of homework assignments. Further, the teachers believed these positive behaviors and outcomes resulted from having a growth mindset. Furthermore, the data also identified that teachers were integrating growth mindset by praising their students’ efforts, encouraging students to try new strategies when they are struggling, and praising students for using learning strategies to fix problems. Educators in GROWTH MINDSET IN ELEMENTARY SCHOOLS 21 this survey indicated that they would like more professional development on growth mindset (Yettick et al., 2016). Misconceptions about Growth Mindset In recent years, a colleague of Carol Dweck was noticing an “outbreak of false growth mindset” among educators (Dweck, 2016, p. 214). Dweck considered this notion and found her colleague's statement to be correct. Educators were using praise vaguely by telling students they could do anything without providing them with the necessary skills and resources to achieve their success (Dweck, 2016). Educators who successfully teach in ways that promote growth mindset will guide students to having a growth mindset in their academic endeavors (Dweck, 2016). Every day, students can succeed and make mistakes, but how the teacher responds to success and setbacks can affect their mindset. When a student succeeds and is praised based on their effort and ability versus the process they used to learn, it is a misuse of using praise to build a student’s growth mindset (Dweck, 2016). David Sousa, as quoted in Ricci (2013) identified that “Children who are praised for their intelligence learn to value performance, while children praised for their effort and hard work, value opportunities to learn” (p. 21). Growth mindset in a classroom setting involves praising students based on the process a student uses, therefore cultivating abilities to empower that student’s learning. Dweck was saddened by the way some educators were using mindset in a negative form, blaming students for not having a growth mindset. Teachers who cultivate a growth mindset are those who recognize and support students when they make mistakes during the learning process (Dweck, 2006). Teachers who see setbacks as a platform for learning help students understand that failure is not a detriment to success (Brock & Handley, 2016). An educator portrayed in GROWTH MINDSET IN ELEMENTARY SCHOOLS 22 Brock & Hundley literature is highlighted for helping students learn to value mistakes. She exemplifies that failure is not a detriment to success. She puts math problems on the board and asks students to solve the problem on note cards. Then she sorts the cards into yes (students who got it correct) and no pile (students who didn’t get it correct). This educator then discusses a wrong answer, asking the students to see the good thinking in the problem projected and then to look for the mistake. During this process students learn that reflecting on their mistakes can lead to solving the problem (Brock & Hundley, 2016). Kapuir Manu’s, professor and Chair of Learning sciences and Higher Education at the Hong Kong Institute of Education, research is reported in Brock & Hundley’s literature. He conducted research in Singapore in which students were given mathematical situations: one group was given direct instruction and feedback and the second group were given no instructions and had to figure it out on their own (Brock & Handley 2016). The second group spent more time discussing and testing different outcomes for the situation. They didn’t get the answer right but when the groups’ learning competence was tested, the 2nd group did better. This failure allowed the students to think deeper as they productively struggled for a solution. Productive struggles can help students become better problem solvers (Brock & Handley, 2016). Summary Research shows that having a fixed or growth mindset does affect one’s ability to persevere through challenges ultimately affecting academic success and potential accomplishments. Those who have a growth mindset, a positive belief about their abilities and potential, persevere; therefore, providing themselves a greater opportunity to achieve success than those who do not. Literature was found to validate that a students’ experiences with failure, lack of support from others, and beliefs about their skills can affect a student’s ability to succeed GROWTH MINDSET IN ELEMENTARY SCHOOLS 23 through social and academic challenges. These factors may cultivate a more fixed mindset (Dweck, 2016; Hochanadel & Finamore, 2015). This may to them identifying as a failure and not reaching their full potential because their mind is disarrayed with failures and they cannot see the path to success clearly. Research supported that grit and persevere are key factor in a person’s ability to succeed and developing a growth mindset is a strategy that is centered on those traits. Dweck commenced the movement on growth mindset to understand more of the human mind and its characteristics. She discovered that those with a fixed mindset did not believe taking risks nor making an effort could create a difference in the outcomes of their lives. In comparison to those with a growth mindset who believed that effort could influence and change the abilities and circumstances of one’s life (Dweck, 2016). There are a variety of strategies teachers used to teach growth mindset, but they may be implemented incorrectly according to Dweck’s definition of the construct. Education Week Research Center developed a survey to gather the data on how growth mindset was implemented by educators; data was found that answered how growth mindset it is being implemented in Elementary classes. Further research and studies will continue to guide in understanding the level of misunderstanding and improper implementation of growth mindset in different areas of the globe. GROWTH MINDSET IN ELEMENTARY SCHOOLS 24 PURPOSE Dr. Carol Dweck introduced the construct of growth mindset and many teachers have agreed with the concept, but it is unclear whether those who implement strategies understand what growth mindset is and how to teach it. The purpose of this study was to investigate whether the theory of growth mindset is actually being implemented within the elementary classroom using strategies that are supported by literature and are true to Dweck’s definition of the construct. “An important part of adopting the growth mindset in your classroom is to teach students exactly what constitutes a growth mindset and how they can harness its power” (Brock & Hundley, 2016, p. 30). When students understand what growth mindset is, they can begin to develop those qualities of a growth mindset which will help them achieve success academically and socially. Research questions for this project were: 1. What are elementary educators’ understanding of growth mindset? 2. What percent of elementary teachers incorporate growth mindset in their classroom? 3. What is elementary teachers’ experience with growth mindset instruction? 4. What strategies do teachers use to teach growth mindset? 5. Do teachers provide deliberate opportunities for students to persevere and practice growth mindset? 6. What are teachers’ perceptions of outcomes that result as growth mindset strategies and lessons are taught? GROWTH MINDSET IN ELEMENTARY SCHOOLS 25 METHODS When faced with life challenges, students handle situations differently. How students react to challenges affects if they succeed academically and socially, ultimately affecting their whole lives. When a student has a growth mindset, they persevere through challenges and are more likely to be successful in life. There are a variety of strategies and lessons that teachers implement to support students in developing a growth mindset. The purpose of this study is to see what growth mindset strategies are being implemented, how they are being utilized, and if they are being administered according to Carol Dweck's definition of growth mindset. Participants Elementary teachers in northern Utah school district were the participants for this study. According to the district administrator who initiated the email, approximately 750 educators received the survey. There were 172 responses out of 750, which is 23% percent of the population that sent the survey. Participants were teachers from kindergarten to grade 6. Participation was voluntary and participants were able to opt out at any time. Instruments To gather data, I developed a Qualtrics survey based on the National Mindset in the Classroom Study (Yettick et al., 2016). The survey contained 24 questions, to determine elementary teachers’ instruction and understanding of growth mindset (see Appendix A). Participants were not provided with the definition of growth mindset at the beginning of the survey so the study could gather information on the familiarity educators had with the term. After question 10 was answered, the term “growth mindset” was defined. The survey continued by asking questions about what educators believed a growth mindset to be, how they implemented it, and how often. Teachers took this survey independently through an online link. GROWTH MINDSET IN ELEMENTARY SCHOOLS 26 Respondents answered Likert-scale items that generated data addressing if growth mindset is implemented with accuracy. Procedures After receiving IRB approval from the university (see Appendix B) and approval from the school district, the Director of Curriculum and Assessment agreed to forward the survey to K-6 teachers in the school district. The email contained the informed consent, the instructions and link for the survey, and the date the survey would close. The survey was emailed to approximately 750 elementary teachers. Educators had one week to complete the survey. Near the middle of the week, a reminder email was sent to all K-6 educators in the district. The email contained the survey link and the date the survey would close, May 29, 2020. GROWTH MINDSET IN ELEMENTARY SCHOOLS 27 RESULTS AND DISCUSSION Findings Related to Research Question One: What are elementary educators’ understanding of growth mindset? The survey responses to questions 3, 4, 6, 7, 9, 10, and 15 were used to answer research question one. See the full survey in Appendix A. Questions 3, 4, 9 were fixed mindset statements. Questions 6 and 7 were growth mindset statement. After participants responded to the first nine questions, they were then asked Question 10 “How familiar are you with a growth mindset?” The majority (64%) of elementary educators indicated that they are very or extremely familiar with the growth mindset and only 8% said they are not all or slightly familiar with the growth mindset. See Table 1, in which the agreement levels have been collapsed. Table 1 Educators’ Beliefs about Fixed and Growth Mindset Question: Please choose from the scale below how much you agree or disagree with the statements. Disagree Agree Fixed Mindset Items n % n % Q3. I believe individuals can learn new things but cannot change their basic intelligence. 138 80 13 8 Q4. My student’s intelligence is something I cannot really change 142 83 19 11 Q9. I do not appreciate constructive feedback on my teaching 157 91 9 5 Growth Mindset Items Q6. Effort can change a student’s ability 6 4 165 96 Q7. When teaching, I enjoy challenges, despite the risk of failure 9 5 160 94 Note. N=172 Question 15 had six statements based on how teachers perceive their abilities to teach growth mindset. Question 15 responses were rated from strongly disagree to strongly agree. Data from GROWTH MINDSET IN ELEMENTARY SCHOOLS 28 Question 15 showed that 100% of teachers believe that all students can, and should, have a growth mindset. See Table 2 in which the agreement has been combined. Nearly all participants (99%) percent of teachers believe that it is part of their job responsibilities to foster a growth mindset and 96% of teachers feel that they are good at it. This data indicated that most teachers feel that they are fostering a growth mindset in their students and believe it is important to implement growth mindset strategies. Educators also believe that other teachers and their administrators are good at fostering a growth mindset. Most feel they have solutions and strategies available to use when students do not have a growth mindset but 51 teachers (30%) disagree with that statement. Table 2 Educators’ Understanding and Implementation of Growth Mindset Q15: To what extent do you agree with following statements? Disagree Agree n % n % All students can and should have a growth mindset 0 0.0 172 100.0 Fostering a growth mindset in students is a part of my job responsibilities and duties 1 0.6 171 99.4 I am good at fostering a growth mindset in students 7 4.1 164 95.9 Administrators at my school are good at fostering a growth mindset in students 16 9.3 156 90.7 Other teachers at my school are good at fostering a growth mindset in students 14 8.1 158 91.9 I have adequate solutions and strategies to use when students do not have a growth mindset 51 29.7 121 70.3 Note. N=172 The data shows that most participant educators in the study believed growth mindset is important, and they, their administrators, and their colleagues are good at fostering a growth mindset, but some need more resources to provide adequate solutions and strategies when their GROWTH MINDSET IN ELEMENTARY SCHOOLS 29 students are in a fixed mindset. There are some similarities and differences between this study and the study Mindset in the Classroom: A National Study of K-12 Teachers (Yettick et al., 2016). In both studies the majority of teachers were familiar with a growth mindset and believe students can and should have a growth mindset. In comparison to the survey participants from the Mindset in the Classroom (Yettick et al.), participants in this study had a stronger belief in their abilities to foster a growth mindset, and a stronger belief that other teachers and administrators are good at fostering a growth mindset. In response to the statement, “I have adequate solutions and strategies to use when students do not have growth mindset” (Table 2) both participants from this study and Mindset in the Classroom believed that they did not have adequate solutions and strategies to use when students do not have a growth mindset. In both studies, educators agree that a growth mindset is important for achievement, and each educator has their own opinions and beliefs on how prepared they are to teach it and how much they trust those they work with. The results from the next research questions will answer what percentage of participant educators teach growth mindset instruction and how they incorporate growth mindset instruction in their classroom. Findings Related to Research Question Two: What percent of elementary teachers incorporate growth mindset instruction in their classroom? The greatest percentage of respondents, 40% (n=68) moderately integrate growth mindset into their teaching expectations and practices. Not far behind, 34% (n=58) indicated they very much integrate a growth mindset into their teaching expectations and practices. Only 5% (n=89) indicated they did not at all integrate growth mindset into their teaching. See Table 3. The results indicated that most educators integrate growth mindset in their teaching expectations and practices. This statement was also supported with data from the study Mindset GROWTH MINDSET IN ELEMENTARY SCHOOLS 30 in the Classroom (Yettick et al., 2016), in which only 3% indicated they did not integrate a growth mindset into their classrooms, while 94% said they integrate growth mindset moderately, very much, or deeply. Similarly, 95% of participant educators responded they integrate growth mindset moderately, very much or deeply. These results verify the statement that most educators integrate growth mindset into their teaching. Accompanying questions throughout the survey further investigate what teaching expectations teachers have held, and what practices they have used, to integrate growth mindset. Table 3 Educator’s Experience with Growth Mindset Q21: To what extent have you integrated growth mindset into your teaching expectations and practices? Not at All Slightly Moderately Very Deeply n % n % n % n % n % 9 5.2 18 10.5 68 39.5 58 33.7 19 11.0 Note. N=172 Findings Related to Research Question Three: What is elementary teachers’ experience with growth mindset instruction? To be able to implement growth mindset strategies that are supported by literature and true to Carol Dweck’s definition of growth mindset teachers most likely need professional development and training. Fifteen percent of responding teachers have had no professional development and training in growth mindset and 85% percent have had training and professional development. “Training and Professional Development may increase awareness about learning mindsets and educator’s capacity to address them in the classroom” (Yettick et al., 2016, p. 21). Table 4 displays how many teachers have been trained in growth mindset. When asked about professional development, 88% of participant educators communicated they would like some more training in growth mindset instruction. GROWTH MINDSET IN ELEMENTARY SCHOOLS 31 Table 4 Educator’s Response to Growth Mindset Professional Development and Training Q16: Which of the following best describes your experience with professional development and training related to growth mindset? Some training and want more training Some training and do not want more I have had no training and want more I have had no training and do not want any n % n % n % n % 121 74.2 18 11.4 23 14.1 1 0.6 Note: N=163 due to non-response The participant educators in this study had dissimilar responses when asked about training, with 86% of participants in this study and 57% in the National Study of K-12 responded that they had received some training. This might indicate that more opportunities for teachers to learn and practice growth mindset instruction would be embraced by educators. The majority (88%) of participant educators in this study and 82% of educators from Mindset in the Classroom (Yettick et al., 2016) wanted more training. This might indicate that more opportunities for teachers to learn and practice growth mindset instruction would be embraced by educators. This may be because they have seen or heard the benefits of using it within their classroom and may not feel trained well enough to teach growth mindset to their students yet. Therefore, implementation and creation of professional development and training focused on a growth mindset would most likely be beneficial to educators. Those who had received training in growth mindset answered questions based on which topics had been addressed in their professional development and training. The most addressed topic was “Helping students see error or failure as an opportunity to learn and grow” followed closely by “Encouraging students to try new strategies when they are struggling to learn a new concept”. See Table 5. It is a positive situation to see the results indicating that encouraging new GROWTH MINDSET IN ELEMENTARY SCHOOLS 32 strategies is most addressed in training. Carol Dweck is worried about teachers “Placing emphasis merely on student’s efforts instead of their learning strategies” (Yettick et al., 2016, p. 4). The topics that had the lowest percentage of professional development and training were “Using growth mindset to teach standards in other academic subjects” and “Using growth mindset with specific student groups.” Data showed the areas in which teachers were lacking and where we can focus growth mindset professional development. Table 5 Topics Addressed in Educators’ Training on Growth Mindset Q17: Which of the following topics have been addressed in training and professional development on growth mindset? Statements that apply: n % Encouraging students to try new strategies when they are struggling to learn a new concept 133 17.6 Helping students see error or failure as an opportunity to learn and improve 137 18.2 Helping students understand that the brain is like a muscle and physically changes with training. 106 14.1 Using growth mindset with specific student groups (e.g., students with disabilities.) 42 5.6 Collaborating with colleagues to teach using growth mindset 69 9.2 Curriculum materials and resources to teach using growth mindset. 50 6.6 Using growth mindset to teach state standards in English. language arts/literacy 55 7.3 Using growth mindset to teach state standards in mathematics 64 8.5 Using growth mindset to teach standards in other academic subjects. 36 4.8 Developing your own classroom based -assessments to capture growth mindset 52 6.9 Other 10 1.3 Note. Question allowed respondents to mark all that apply In college education programs, teachers are given training but the question to be addressed is how much does their training impact their feelings of preparedness in addressing student growth mindset? Question 18 helped identify a teacher’s self-efficacy in teaching growth mindset. With only pre-service training, 38% of participant educators agreed that the training GROWTH MINDSET IN ELEMENTARY SCHOOLS 33 they completed prepared them to address growth mindsets. After in-service training and professional development, 63% felt prepared to address the student growth mindset: though most of those educators are only in the “somewhat agreed” category. See Table 6. Table 6 Educators’ Feelings of Preparedness Question 18: My training has prepared me to address student growth mindset. Disagree % Neutral % Agree % Pre-Service Training 35 26 38 Inservice Training and Professional Development 11 18 64 Note. N<172 due to non-response or “not applicable” Most educators are familiar with growth mindset and feel prepared to address growth mindset instruction in their classroom, but do not feel strongly prepared to do so. The results show educators are seeking and needing more professional development and training, which would be conducive to implementing a strong growth mindset curriculum for educators and students. Policy makers and educators need to understand the importance of developing a growth mindset curriculum so that teachers are able to implement growth mindset strategies with purpose (Yettick et al., 2016). A growth mindset curriculum can provide teachers with direction and understanding to teach growth mindset strategies. Findings Related to Research Question Four: What strategies do teachers use to teach growth mindset? The data gathered from this research question were important because it provided a deeper insight into the strategies used by educators to integrate growth mindset. The top strategy was “praising students for taking risk and persevering.” See Table 7. GROWTH MINDSET IN ELEMENTARY SCHOOLS 34 Table 7 Growth Mindset Integration into Teaching Expectations and Practices Q23: How have you integrated student growth mindset into your teaching expectations and practices? Check all statements that apply. n % Praising students for taking risk and persevering 164 16.9 Emphasizing positive improvement growth mindset in the classroom 146 15.1 Changing language used in classroom instruction and feedback 120 12.4 Other 7 0.7 Note. N=172 One main difference between the results in this study and the Mindset in the Classroom study was that participants selected different strategies. In this study, “Supporting peer-to-peer learning” was the second-most integrated strategy in their teaching practices and the Mindset in the Classroom chose “Emphasizing positive improvement and growth mindset in the classroom.” This indicated that the district which participated in this study may emphasize peer-to-peer collaboration for learning more than other school districts. The results from both studies show that teachers are using similar strategies to integrate growth mindset into their classroom. The data also shows that teachers are using strategies that would support Carol Dweck's real purpose of growth mindset “helping students develop processes that can boost learning” (Yettick et al., 2016, p. 4). This data can help curriculum developers have the insight needed to create educator centered training. Data has shown that statements teachers make in their classroom affect how students feel about learning (Yettick et al., 2016). The results from question 20 indicate which statements teachers believe are effective in encouraging students to learn with a growth mindset. The four statements shown in Table 8 are models of growth mindset statements. Teachers rated them on a scale from “not at all effective” to “very effective” at fostering growth mindset. GROWTH MINDSET IN ELEMENTARY SCHOOLS 35 Table 8 Educators’ Ratings of Effectiveness of Encouraging Statements Q20: How effective are these statements in encouraging students to learn with a growth mindset? Not at all Slightly Moderately Very Extremely Fosters Growth Mindset n % n % n % n % n % I really like the way you tried all kinds of strategies on that problem until you got it right. 1 0.6 2 1.2 9 5.2 48 27.9 112 65.1 I love how you stayed at your desk and kept your concentration in order to keep working on that problem. 1 0.6 5 2.9 196 11.1 55 32.0 92 53.4 You really studied for your test and your improvement shows it. 1 0.6 3 1.7 12 7.0 55 32.0 101 58.7 Great job. You must have worked really hard on this. 2 1.2 12 7.0 22 12.8 54 31.4 82 47.7 Not at all Slightly Moderately Very Extremely Does not foster growth mindset n % n % n % n % n % See you’re good at this subject. You got an A on your last test. 44 25.6 65 37.8 46 26.7 12 7.0 5 2.9 Look how smart you are. 72 42.1 57 33.3 28 16.4 9 5.3 5 2.9 You are one of the top students in the class. 76 44.2 56 32.6 32 18.6 8 4.7 1 0.6 This is easy, you will get this in no time. 93 54.1 43 25.0 31 18.6 4 2.3 1 0.6 Note. N=172 When comparing this study to the National K-12 study, the results were closely related. The data from the growth mindset statements in both studies represented that teachers are able to identify which statements encourages a growth mindset. For example, according to both studies 92 - 93% of participants agree that the statement “I really like the way you tried all kinds of strategies on that problem until you got it right” is either “very” or “extremely” effective to say when fostering a growth mindset. This data can help to counteract some of Dweck’s worry that praise is being used incorrectly in the classroom (Yettick et al., 2016). GROWTH MINDSET IN ELEMENTARY SCHOOLS 36 The four statements in the “does not foster growth mindset” chart would not develop or strengthen a student’s growth mindset. The majority of survey participants from both this and Mindset in the Classroom (Yettick et al., 2016) study concluded that these statements do not support a growth mindset. “You are one of the top students in the class” is an example of a fixed mindset statement. Only between about 6% of WSD educators and 22% of Mindset in the Classroom respondents agreed that this statement was “very” or “extremely” effective in fostering growth mindset. In conclusion, many teachers can decipher the differences between growth and fixed mindset statements, which can aid in implementing correct growth mindset strategies. During the process of trying to foster a growth mindset, teachers may run into challenges. Question 24 of the survey asked educators “What are the most significant challenges you have faced in trying to foster a growth mindset?” The greatest challenges teachers reported was “Connecting with struggling, apathetic, resistant students, “Encouraging parents to reinforce a growth mindset at home”, and “Grappling with standardized testing and assessment policies”. See Table 9. The order of most significant challenges, based on percentage, is almost in the same order as the Mindset in the Classroom survey results. These challenges faced by educators can be a detriment to the implementation of growth mindset strategies. If students do not feel connected to their teacher, because of lack of a good relationship with their teacher, they are less likely to listen and put forth the effort to try new strategies. If their parents are not reinforcing what is taught at school, a growth mindset can be harder to develop and retain. If teachers have to grapple with standardized testing and assessment policies, they have less time to implement growth mindset instruction. If teachers do not have enough time and resources to provide this instruction there will be less of an opportunity for GROWTH MINDSET IN ELEMENTARY SCHOOLS 37 growth mindset to be taught. The data may also indicate improper implementation of growth mindset strategies and/or lack of training available for correct implementation. This data can be used as the motive for developing a curriculum that is true to Carol Dweck’s construct of Growth Mindset. Table 9 Educators’ Challenges in Fostering a Growth Mindset in Students Q24 What are the most significant challenges you have faced in trying to foster a growth mindset in students? Check all statements that apply. n % Connecting with struggling, apathetic, or resistant students 133 27.3 Encouraging parents to reinforce a growth mindset at home 90 18.5 Teaching with limited class time, teaching, and resources 81 16.6 Connecting with students facing economic, family, or personal challenges 56 11.5 Convincing fellow teachers to implement a growth mindset in their classroom 30 6.2 Grappling with standardized testing and assessment policies 87 17.9 Addressing resistance from school Administrators 2 0.4 Other 5 1.0 Not Applicable 3 0.6 Note. N=172 Findings Related to Research Question Five: Do teachers provide deliberate opportunities for students to persevere and practice growth? Certain classroom strategies, when practiced, can have a long-lasting effect on a student’s motivation and achievement. The main instruction of these strategies is to teach students about the neuroplasticity of the brain and its potential to reorganize and change when one learns. It has been found that teachers have a crucial role in implementing these interventions (Rissanen et al., 2019). In survey question 19, participants were asked how often they engaged in growth mindset practices in the classroom. The results showed that most educators chose “every day.” According to the data, it indicates that teachers have provided deliberate opportunities for students to GROWTH MINDSET IN ELEMENTARY SCHOOLS 38 persevere and practice growth mindset. For example, 144 (84%) of teachers selected “praising students for their efforts” every day, and 107 (63%) of teachers “encourage students who already doing well to keep trying to improve” every day (Table 10). Table 10 Educators’ Implementation of Fixed and Growth Mindset Strategies Q19: How often have you engaged in the following practices in your typical classroom? Never A few times per year A few times per month A few times per week Every day Fosters Growth Mindset n % n % n % n % n % Praising students for their efforts 0 0.0 0 0.0 0 0.0 27 15.8 144 84.2 Encouraging students who already are doing well to keep trying to improve 0 0.0 7 4.1 7 4.1 50 29.2 107 62.6 Encouraging students to try new strategies when they are struggling 0 0.0 2 1.2 14 8.3 54 32.0 99 58.6 Praising students for their learning strategies 0 0.0 1 0.6 16 9.4 56 32.8 98 57.3 Suggesting that students seek help from other students on school work 1 0.6 6 3.5 19 11.2 69 40.6 74 44.1 Does Not Foster Growth Mindset n % n % n % n % n % Never A few times per year A few times per month A few times per week Every day Telling students that is alright to struggle, not everyone is good at a given subject 13 7.7 16 9.5 13 7.7 36 21.3 91 54.0 Praising students for their intelligence 27 16.0 41 24.3 24 14.2 38 22.5 39 23.1 Praising students for earning good scores or grades 7 4.1 39 17.5 54 31.6 59 34.5 21 12.3 Encouraging students by telling them a new topic will be easy to learn 58 34.1 38 22.4 30 17.7 34 20.0 10 5.9 Note. N=172 The outcomes from this survey question show that respondents may be implementing some growth mindset practices that are supported by literature and true to Dweck’s definition of GROWTH MINDSET IN ELEMENTARY SCHOOLS 39 the construct. The data show similar results to the data from the Mindset in the Classroom research study (Yettick et al., 2016). The analysis from the statements that “do not show growth mindset” shows that teachers may need more training in how to prevent themselves from using statements that do not foster growth mindset. The survey participants chose a “few times a week “or “every day” for most statements, verifying that educators use fixed growth mindset statements. This is an example of implementing growth mindset incorrectly. For example, 59 (34%) educators said they “praise students for earning good scores or grades” and 91 participants (53%) say they “tell students that it is alright to struggle, not everyone is good at a given subject.” These data can be used to help guide growth mindset professional development training. If educators are using statements that do not foster growth mindset, but instead may foster fixed mindset this may negate the growth mindset statements. Consequently, having a mix of both statements may not be fully implementing growth mindset strategies that are established in the literature or Carol Dweck’s definition of growth mindset. In the survey question 23, “How have you integrated student growth mindset into your teaching expectations and practices?”, participants were asked to check all responses that applied to how they integrated growth mindset into their teaching. The highest percentage out of the four options checked was “Encouraging multiple strategies for learning” which 92% of educators marked with the next highest marked as “Supporting peer-to-peer learning” which was indicated by 81% of respondents. See Table 11. These data were also in accordance with the results found within the Mindset in the Classroom study (Yettick et al., 2016). The results of this question identify that many educators are implementing growth mindset expectations and practices. These data help to identify what GROWTH MINDSET IN ELEMENTARY SCHOOLS 40 practices teachers use to provide opportunities for students to persevere and practice growth mindset by identifying what percentage of teachers use each strategy. The data can aid in helping researchers know if teachers are implementing some growth mindset practices because practices indicated above foster growth mindset. Table 11 Educators’ Integration of Student Growth Mindset Q23 How have you integrated student growth mindset into your teaching expectations and practices? Check all statements that apply. n % Using formative assessments, self-evaluation, and assignment revisions 122 12.6 Encouraging multiple strategies for learning 157 16.2 Setting process goals and individual student expectations 113 11.7 Supporting peer-to-peer learning 140 14.5 Note. N=172 Findings Related to Research Question Six: What are teachers’ perceptions of outcomes that result as growth mindset strategies and lessons are taught? There were nine factors, rated on a scale from one to five, of how important growth mindset strategies are to student achievement. See Table 12. The factors that had the greatest two outcomes were “Student engagement and motivation” and the “Use of growth mindset with students”. Ninety-nine percent of teachers agree that each of these statements are important factors to academic achievement. Both factors indicated above are interrelated. A student’s engagement and motivation can be affected by a student’s mindset. Having a growth mindset can lead to greater engagement; students are more motivated to learn because of their positive, persevering, thought processes. The ratings indicate educators believe when a student is engaged and motivated, they are more likely to achieve. GROWTH MINDSET IN ELEMENTARY SCHOOLS 41 Table 12 Importance of Factors Related to Student Achievement Q11: How important are the following factors to students’ achievement? Strongly disagree Disagree Slightly Disagree Neutral Slightly Agree Agree Strongly Agree n % n % n % n % n % n % n % Student engagement and motivation 0 0.0 1 0.6 0 0 0 0 2 1.3 29 18.5 125 79.6 Teaching quality 0 0.0 0 0.0 0 0.0 2 1.3 11 7.01 51 32.5 93 59.2 School climate 0 0.0 0 0.0 0 0.0 2 1.3 20 12.7 64 40.8 71 45.2 School safety 0 0.0 0 0.0 1 0.6 0 0.0 16 10.2 50 31.9 90 57.3 Social and emotional learning 1 0.6 0 0.0 2 1.7 0 0.0 12 7.6 52 33.1 90 57.3 Parental support and engagement 0 0.0 1 0.6 2 1.3 3 1.9 30 19.2 58 37.2 62 39.7 Use of growth mindset with students 0 0.0 0 0.0 0 0.0 2 1.3 16 10.3 56 35.9 82 52.6 School discipline policies 0 0.0 0 0.0 3 1.9 9 5.7 42 26.6 67 42.7 36 22.9 Family background 2 1.3 5 3.2 11 7.0 18 11.5 65 41.4 35 22.3 21 13.4 Note. N=172 Family background and school discipline policies were the lowest rated factors, to a student’s achievement according to these results. Even being the lowest rated, the percentages of educators that agree that these factors were important was high. The number of teachers that marked slightly agree, agree, or strongly agree for “School discipline policies” was 92% and 77 % of survey respondents marked slightly agree, agree, or strongly agreed for family backgrounds as an important factor to student achievement. The results communicated that most survey participants agreed that all factors are important to student achievement, only a few GROWTH MINDSET IN ELEMENTARY SCHOOLS 42 disagreed with some aspects. This shows that teachers believe these factors help student achievement and success. Growth mindset entails a myriad of beliefs. Survey question 12 listed examples of student beliefs and asked the respondents to rate on a scale from “Strongly disagree” to “Strongly agree” the extent they agree the student beliefs are important for school success. See Table 13. Table 13 Educators’ Beliefs about School Success Q12: To what extent do you agree that the following student beliefs are important for school success? Strongly disagree Disagree Agree Strongly agree n % n % n % n % They can learn from failure and are willing to try new things 0 0 0 0.0 32 19.2 135 80.8 They can find help at school when they have difficulties 0 0 0 0.0 41 24.4 127 75.6 Their work in school has value for them 0 0 0 0.0 44 26.2 124 73.8 They can be successful in school 0 0 0 0.0 20 34.0 133 80.0 They belong in the school community 0 0 1 0.6 31 52.0 115 68.5 Administrators and teachers know students personally 0 0 1 0.6 42 25.0 125 74.4 Their academic abilities will increase through effort 0 0 0 0.0 32 19.5 136 81.0 They have the ability to learn challenging material 0 0 0 0.0 34 20.2 134 80.0 Administrators and teachers treat all students equally and fairly 1 .6 9 5.4 54 32.3 103 61.7 They have some autonomy and choice in the topics they study 0 0 11 6.6 94 56.0 63 37.5 Doing well in school will lead to a good career 0 0 13 7.7 104 61.9 51 30.4 Note. N=172 Respondents from both this study and the National K-12 survey group agreed that all 11 student beliefs are important for school success. The factor that was most strongly agreed upon is “They can learn from failure and are willing to try new things in school”. The factor that had the lowest percentage of strongly agreed was “doing well will lead to a good career.” This was the GROWTH MINDSET IN ELEMENTARY SCHOOLS 43 same in both studies. The main factors, analyzed from this data, to student success is the ability for students to believe in themselves and their ability to take on new challenges. A student’s mindset can affect how a teacher views their ability to teach them (Yettick et al., 2016). In survey question 13, respondents were asked how easy or difficult they believe it is to teach students with a range of fixed or growth mindsets. Teachers found it easier to teach those students with “grit and perseverance “and “believe their intelligence is malleable” than those students who “believe that their intelligence is fixed or static.” See Table 14. Eighty-one percent of participant educators believed that those with grit and perseverance are easier to teach than those who do not have grit and perserverance. In addition, 79% said that those students who believe intelligence is malleable are easy to teach. Table 14 Educators’ Beliefs about Teaching Students with Certain Characteristics Q13: How easy or difficult do you believe it is to teach students with the following characteristics? Extremely easy Somewhat easy Neither easy nor difficult Somewhat difficult Extremely difficult n % n % n % n % n % They have grit and perseverance 102 59.3 38 22.1 4 2.3 26 15.1 2 1.2 They believe that intelligence is malleable 68 39.5 67 39.0 21 12.2 15 8.7 1 0.6 They have an innate ability in the subject you teach 67 39.0 66 38.3 24 14.0 15 8.7 0 0.0 They believe that intelligence is fixed or static 1 0.6 9 5.2 27 15.7 85 49.4 50 29.1 Note. N=172 Respondents were also able to identify which of the statements are not associated with growth mindset. The respondents’ data showed that “good course grades” and “high standardized test scores” were the least likely to be associated with student’s growth mindset. The data shows that educators understand what a growth mindset student does and acts like. These statements help educators focus on personalities and strategies that constitute a growth mindset. GROWTH MINDSET IN ELEMENTARY SCHOOLS 44 Educators were asked to rate the extent that the statements listed in Table 15, see below, are associated with teaching growth mindset. Participant educators from both this study and the National K-12 study identified “high levels of effort on schoolwork,” “persistence in schoolwork” and “excitement about learning” as statements that are most associated with a student growth mindset. Educators were able to connect that these behaviors and outcomes are strongly connected to growth mindset. Table 15 Educators’ Agreement for Statements Associated with a Student’s Growth Mindset Q14: To what extent do you agree that the following are associated with a student’s growth mindset? Strongly disagree Somewhat disagree Neutral Somewhat agree Strongly agree n % n % n % n % n % Excitement about learning 4 2.3 1 .58 3 1.8 46 26.9 117 68.4 Persistence in schoolwork 3 1.7 1 .58 3 1.7 36 20.9 129 75.0 High levels of effort on schoolwork 3 1.8 1 .58 5 2.9 42 24.6 120 70.2 Frequent participation in class discussions 2 1.8 3 1.8 16 9.4 78 45.6 72 42.1 Good attendance 4 2.3 1 0.6 9 5.2 54 31.4 104 60.5 Consistent completion of homework assignments 7 4.1 13 7.6 29 16.9 79 45.9 44 25.6 Frequent participation in extracurricular activities 4 2.3 12 6.9 75 43.6 65 37.8 16 9.3 Good course grades 3 1.7 13 7.6 52 30.2 92 53.5 12 7.0 High standardized test scores 13 7.6 29 16.9 70 40.7 57 33.1 3 1.7 Note. N=172 The majority of participants agree that integrating growth mindset into their teaching would improve student learning (97%), improve their own instruction and classroom practice (96%), and significantly change their classroom instruction (84%), as shown in Table 16. Only 2 (1%) of teachers disagree that integrating growth mindset would improve student learning. These GROWTH MINDSET IN ELEMENTARY SCHOOLS 45 results show that many teachers believe in the benefits and success of teaching growth mindset strategies. Table 16 Educators’ Beliefs about Growth Mindset Outcomes Q22: To what extent do you agree that integrating growth mindset into your teaching will produce the following results? Strongly disagree Somewhat disagree Neutral Somewhat agree Strongly agree n % n % n % n % n % Improve student learning 2 1.2 0 0 3 1.7 45 26.2 122 70.9 Improve my own instruction and classroom practice 1 .6 0 0 5 2.9 40 23.4 125 73.1 Significantly change my classroom instruction 1 .6 1 .6 26 15.1 73 42.4 71 41.3 This data may lead to more research for growth mindset training, which teachers could bring back to their students. Overall, educators are interested in learning more about growth mindset. They believe in the importance of growth mindset strategies in helping students to learn and succeed in life. Growth mindset curriculum can provide a great resource for teachers to help students reach their full potential by dismantling the barriers created by a fixed. A growth mindset may be the answer to helping students develop the ability to persevere through challenges and succeed academically and socially. GROWTH MINDSET IN ELEMENTARY SCHOOLS 46 CONCLUSION The main objective of this study was to determine teachers’ beliefs and behaviors about growth mindset. Through responses to a survey, teachers reported that fixed and growth mindset statements and strategies are implemented within the classroom. The results showed that educators are using growth mindset strategies and language correctly at times and incorrectly at other times. Most participant educators were familiar with growth mindset, understood the difference between fixed and growth mindset, and believed that all students can and should have a growth mindset. This is conducive to a greater chance of correct implementation of growth mindset strategies. The data showed that 99% respondents believed it is their job to foster growth mindset and 30% say they do not have adequate solutions and strategies for teaching growth mindset and indicated a desire and need for more growth mindset training. This suggests that growth mindset curriculum and trainings need to be revisited, revising strategies and lessons to be more effective in aiding a student’s growth mindset development. Implementation of growth mindset has been used both correctly, supported by literature and true to Carol Dweck’s definition of the construct, and incorrectly in elementary classrooms (Yettick et al., 2016). Therefore, further research on how to consistently and effectively implement growth mindset, true to Carol Dweck’s explanation of the theory, would be beneficial to elementary classrooms and teachers. Limitations/Recommendations One of the limitations of this study was I did not evaluate the demographics of the survey participants. Gathering data on the grade level that participants teach and their school characteristics would provide greater insight on how demographics might affect the implementation and understanding of growth mindset. Another limitation was that the response GROWTH MINDSET IN ELEMENTARY SCHOOLS 47 was only a small percentage of possible participants. An increase in responses would give a more accurate representation of Northern Utah educators understanding, perspective, and implementation of growth mindset. I would recommend that this study be duplicated in different states and even different countries to further research and understanding of how growth mindset it being used as a resource for success. Future surveys should ask participants about the socioeconomic status of the school they teach at, the grade they teach, and how long they have been teaching. The demographics will provide greater analyzation of the data. Another recommendation would be to ask the research question, “Does a teacher’s growth mindset influence their students’ growth mindset?” We know that growth mindset is important to student success and that there are barriers that can get in the way of student’s learning. Is a teacher’s growth mindset a barrier to student’s developing a growth mindset? The data from this research could help emphasize the importance of a teacher not only understanding growth mindset but having one themselves. It could influence the creation of not only growth mindset curriculum developed for students but also the advancement of growth mindset professional trainings for educators. GROWTH MINDSET IN ELEMENTARY SCHOOLS 48 REFERENCES Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. Brock, A. & Hundley, H. (2016). The growth mindset coach. Berkeley, CA: Ulysses Press. Dweck, C.S. (2017). The journey to children’s mindsets-and beyond. Child Development Perspectives, 11(2) 139-144. https:/doi-org.hal.weber.edu/10.1111/cdep.12225 Dweck, C. S. (2016). Updated edition: Mindset the psychology of success: New York: Penguin Random House LLC. Dweck, C. (2015). Growth mindset revisited. Education Week, 35(5), 20–24. Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. [PDF File] Retrieved from Mindsets and Skills that Promote Long-Term Learning Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. doi: 10.1037/0022-3514.92.6.108 Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553. doi:http://dx.doi.org.hal.weber.edu:2200/10.1037/0022-3514.85.3.541 Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849-1859. doi:10.1111/cdev.12955 GROWTH MINDSET IN ELEMENTARY SCHOOLS 49 Hochanadel, A. & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of Educational International Research, 11(1), 1-4. Retrieved from https://files.eric.ed.gov/fulltext/EJ1051129.pdf Laursen, E. K. (2015). The power of grit, perseverance, and tenacity. Reclaiming Children and Youth, 23(4), 19. Mraz, K., & Hertz, C. (2015). A mindset for learning teaching the traits of joyful, independent growth. Portsmouth, NH: Heinemann. Reraki, M., Celik, I., & Saricam, H. (2015). Grit as a mediator of the relationship between motivation and academic achievement. Ozean Journal of Social Science, 8(1), 19-32. Perkins-Gough, D. (2013). The significance of grit: A conversation with Angela Lee Duckworth. Educational Leadership, 71(1), 14–20. Rissanen. I., Kuuisisto, E., Tuominen, M., Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary classroom. Teaching and Teaching Education. (77), 204- 213. https://doi.org/10/1010j.tate.2018.10.002 Ricci, M. C. (2013). Mindsets in the Classroom Building a Culture of Success and Student Achievement in Schools. Waco, TX: Prufrock Press Inc. Robinson, C. (2017, October). Growth mindset in the classroom. Science Scope, 41(2), 18. Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record (1970), 116(3). Steinmayr, R., Meibner, A., Weidinger, A. F., & Wirthwein, L. (2017). Academic achievement. Oxford Bibliographies. doi:10.1093/OBO/9780199756810-0108 GROWTH MINDSET IN ELEMENTARY SCHOOLS 50 Snipes, J., & Tran, L. (2017). Growth mindset, performance avoidance, and academic behaviors in Clark County School District. Regional Educational Laboratory at West Ed. Taylor, C. W. (2017). Growth Mindset and Student Efficacy in Second Grade Mathematics. Ogden, UT: Weber State University. Shechtman, N., DeBarger, A., Dornsife, C., Rosier, S., & Yarnall, L. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st Century. US Department of Education Office of Educational Technology. Draft Report prepared by the Centre for Technology in Learning. Retrieved from Office Educational Technology website: www. ed. gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13. pdf. Yettick, H., Lloyd, S., Harwin, A., Riemer, A., & Swanson, C. B. (2016). Mindset in the Classroom: A National Study of K-12 Teachers. Education Week Research Center. Advance Online Publication. Retrieved from: https://www.edweek.org/ew/projects/mindset-in-the-classroom-a-national-study.html GROWTH MINDSET IN ELEMENTARY SCHOOLS 51 APPENDIX A INSTRUMENT: Growth Mindset Implementation Survey for Educators Q3 Please choose from the scale below to indicate how much you agree or disagree with the statement. Strongly disagree Disagree Somewhat disagree Neither agree nor disagree Somewhat agree Agree Strongly agree I believe individuals can learn new things, but they cannot change their basic intelligence. o o o o o o o Q4 Please choose from the scale below to indicate how much you agree or disagree with the statement. Strongly disagree Disagree Somewhat disagree Neither agree nor disagree Somewhat agree Agree Strongly agree My students' intelligence is something I cannot really change. o o o o o o o 6 Please choose from the scale below to indicate how much you agree or disagree with the statement. Strongly disagree Disagree Somewhat disagree Neither agree nor disagree Somewhat agree Agree Strongly agree Effort can change a student's ability. o o o o o o o GROWTH MINDSET IN ELEMENTARY SCHOOLS 52 Q7 Please choose from the scale below to indicate how much you agree or disagree with the statement. Strongly disagree Disagree Somewhat disagree Neither agree nor disagree Somewhat agree Agree Strongly agree When teaching, I enjoy challenges, despite the risk of failure. o o o o o o o Q9 Please choose from the scale below to indicate how much you agree or disagree with the statement. Strongly disagree Disagree Somewhat disagree Neither agree nor disagree Somewhat agree Agree Strongly agree I do not appreciate constructive feedback on my teaching. o o o o o o o Q10 How familiar are you with growth mindset? o Extremely familiar o Very familiar o Moderately familiar o Slightly familiar o Not familiar at all o GROWTH MINDSET IN ELEMENTARY SCHOOLS 53 Q11 How important are the following factors to student achievement Strongly disagree Disagree Somewhat disagree Neither agree nor disagree Somewhat agree Agree Strongly agree Student engagement and motivation o o o o o o o Teaching quality o o o o o o o School climate o o o o o o o School safety o o o o o o o Social and emotional learning o o o o o o o Parental support and engagement o o o o o o o Use of growth mindset with students o o o o o o o School discipline policies o o o o o o o Family background o o o o o o o GROWTH MINDSET IN ELEMENTARY SCHOOLS 54 Q12 To what extent do you agree that the following student beliefs are important for school success? Strongly Disagree Disagree Agree Strongly Agree They can learn from failure and are willing to try new things in school o o o o They can find help at school when they have difficulties o o o o Their work in school has value for them o o o o They can be successful in school. o o o o They belong in the school community o o o o Administrators and Teachers know students personally o o o o Their academic abilities will increase through effort o o o o They have the ability to learn challenging material o o o o Administrators and teachers treat all students equally and fairly o o o o GROWTH MINDSET IN ELEMENTARY SCHOOLS 55 Q13 How easy or difficult do you believe it is to teach students with the following characteristics? Extremely easy Somewhat easy Neither easy nor difficult Somewhat difficult Extremely difficult They have grit and perseverance o o o o o They believe that intelligence is malleable o o o o o They have an innate ability in the subject you teach o o o o o They believe that intelligence is fixed or static o o o o o They have some autonomy and choice in the topics they study o o o o Doing well in school will lead to a good career o o o o GROWTH MINDSET IN ELEMENTARY SCHOOLS 56 Q14 To what extent do you agree that the following are associated with a student's growth mindset? Strongly disagree Somewhat disagree Neither agree nor disagree Somewhat agree Strongly agree Excitement about learning o o o o o Persistence in schoolwork o o o o o High levels of effort on schoolwork o o o o o Frequent participation in class discussions o o o o o Good attendance o o o o o Consistent completion of homework assignments o o o o o Frequent participation in extracurricular activities o o o o o Good course grades o o o o o High standardized test scores o o o o o GROWTH MINDSET IN ELEMENTARY SCHOOLS 57 Q15 To what extent do you agree with the following statements? Strongly Disagree Disagree Agree Strongly Agree All Students can and should have a growth mindset o o o o Fostering a growth mindset in students is a part of my job duties and responsibilities o o o o I am good at fostering a growth mindset in students o o o o Administrators at my school are good at fostering a growth mindset in students o o o o Other teachers at my school are good at fostering a growth mindset in students o o o o I have adequate solutions and strategies to use when students do not have a growth mindset o o o o Q16 Which of the following best describes your experience with professional development and training related to growth mindset? o I have had some training and want more o I have had some training and do not want more o I have had no training and want some o I have had no training and do not want any Q17 Which of the following topics have been addressed in your training and professional development on growth mindset? Select all answers that apply. ▢ Encouraging students to try new strategies when they are struggling to learn a new concept ▢ Helping students see error or failure as an opportunity to learn and improve ▢ Helping students understand that the brain is like a muscle and physically changes with training ▢ Using growth mindset with specific student groups (e.g., students with disabilities) ▢ Collaborating with colleagues to teach using growth mindset ▢ Curriculum materials and resources to teach using growth mindset ▢ Using growth mindset to teach state standards in English/language arts and Literacy ▢ Using growth mindset to teach state standards in mathematics ▢ Using growth mindset to teach standards in other academic subjects ▢ Developing your own classroom-based assessments to capture growth mindset ▢ Other GROWTH MINDSET IN ELEMENTARY SCHOOLS 58 Q18 My training has prepared me to address student growth mindset. Strongly disagree Disagree Somewhat disagree Neither agree nor disagree Somewhat agree Agree Strongly agree Pre-service training o o o o o o o In service training and professional development o o o o o o o GROWTH MINDSET IN ELEMENTARY SCHOOLS 59 Q19 How often have you engaged in the following practices in your typical classroom? Never A few times a year A few times a month A few times a week Every day Telling students that it is alright to struggle, not everyone is good at given subject. o o o o o Encouraging students who are already doing well to keep trying to improve o o o o o Praising students for their intelligence o o o o o Suggesting that students seek help from other students on schoolwork o o o o o Encouraging students by telling them a new topic will be easy to learn o o o o o Praising students for their learning strategies o o o o o Encouraging students to try new strategies when they are struggling o o o o o Praising students for earning good scores or grades o o o o o Praising students for their effort o o o o o GROWTH MINDSET IN ELEMENTARY SCHOOLS 60 Q20 How effective are these statements in encouraging students to learn with a growth mindset? Not effective at all Slightly effective Moderately effective Very effective Extremely effective I really like the way you tried all kinds of strategies on that problem until you finally got it. o o o o o See, you are good at this subject. You got an A on your last test. o o o o o I love how you stayed at your desk and kept your concentration in order to keep working on that problem. o o o o o Look at how smart you are. o o o o o You are one of the top students in the class o o o o o You really studied for your test and your improvement shows it. o o o o o This is easy, you will get this in no time. o o o o o Great Job. You must have worked really hard on this. o o o o o GROWTH MINDSET IN ELEMENTARY SCHOOLS 61 Q21 To what extent have you integrated growth mindset into your teaching expectations and practice? Not at all Deeply Integrated To what extent have you integrated growth mindset into your teaching expectations and practice? o o o o o Q22 To what extent do you agree that integrating growth mindset into your teaching will produce the following results? Strongly disagree Somewhat disagree Neither agree nor disagree Somewhat agree Strongly agree Improve student learning o o o o o Improve my own instruction and classroom practice o o o o o Significantly change my classroom instruction o o o o o Q23 How have you integrated student growth mindset into your teaching expectations and practice? Check all that apply. ▢ Praising students for taking risk and persevering ▢ Emphasizing positive improvement growth mindset in the classroom ▢ Using formative assessments, self-evaluation, and assignment revisions ▢ Encouraging multiple strategies for learning ▢ Changing language used in classroom instruction and feedback ▢ Supporting peer to peer learning ▢ Setting process goals and individual student expectations ▢ other ▢ not applicable Q24 What are the most significant challenges you have faced in trying to foster growth mindset in students? Check all the apply. ▢ Connecting with struggling, apathetic, or resistant students ▢ Encouraging parents to reinforce a growth mindset at home ▢ Teaching with limited class time, teaching, and resources ▢ Connecting with students facing economic, family, or personal challenges ▢ Convincing fellow teachers to implement a growth mindset in their classroom ▢ Grappling with standardized testing and assessment polices ▢ Addressing resistance from school administrators ▢ Other ▢ Not applicable GROWTH MINDSET IN ELEMENTARY SCHOOLS 62 APPENDIX B IRB APPROVAL