Honors Projects
Abstract
This paper details the methodology, data, and conclusions of a research study investigating the correlations among a growth-mindset intervention, math anxiety, and math self-efficacy. The study found that teaching students about mindset through an intervention approach did not make a significant difference in students’ math anxiety or math self-efficacy. Teacher-centered factors are discussed as having a greater impact on students’ math anxiety and math self-efficacy.
Major
Integrated Mathematics Education
First Advisor
Dr. Kim Rogers
First Advisor Department
Mathematics and Statistics
Second Advisor
Dr. Sherri Horner
Second Advisor Department
Educational Foundations, Leadership and Policy
Publication Date
Spring 4-20-2023
Repository Citation
Chamberlain, Anna Grace, "Investigating Correlations Among a Growth-Mindset Intervention, Students’ Math Anxiety, and Students’ Math Self-Efficacy" (2023). Honors Projects. 899.
https://scholarworks.bgsu.edu/honorsprojects/899
Included in
School Psychology Commons, Science and Mathematics Education Commons, Secondary Education Commons