Angela Finnegan

Publication Date


Document Type



Master of Arts in Education (MA)

MA Concentration

Teaching Mathematics


growth mindset, attitude, affect, mathematics, achievement, confidence, perseverance


Cassandra Helen Hawley-Davis, Pamela A. Redmond, Jim O'Connor


Despite the implementation of the newly adopted Common Core State Standards, math achievement still remains problematic. Research has revealed that growth mindset intervention lessons help increase students' achievement in math. This research study examines how growth mindset intervention lessons affect students' attitudes, confidence and perseverance in math. One small charter school in Northern California was the focus of this study. The researcher administered growth mindset intervention lessons as a treatment. Data sources used in this study were mixed methods with a one-group pre-experimental, pretest/posttest research design. Data collection instruments included a questionnaire, a rating scale, math performance task, and a self-assessment questionnaire pertaining to the performance task. The data analysis revealed that growth mindset intervention lessons positively influenced students' attitudes towards math. The sample as a whole demonstrated statistical significance with regards to achievement, mindset, and confidence and perseverance on a performance task. There was no statistical significance in overall confidence, affect, or perseverance for the sample as a whole. The girls showed statistical significance in more categories than boys as separate subgroups. There was a strong Pearson R Correlation between mindset and confidence as wen as mindset and affect. There was a weak correlation between mindset and perseverance. More research is needed to determine the impact of continued growth mindset treatments on overall confidence in math, affect towards math, and the long-term effects of growth mindset interventions.

Finnegan, Angela Poster.pdf (679 kB)