Honors Projects


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.


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