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
Dr. Kim Rogers
First Advisor Department
Mathematics and Statistics
Dr. Sherri Horner
Second Advisor Department
Educational Foundations, Leadership and Policy
Chamberlain, Anna Grace, "Investigating Correlations Among a Growth-Mindset Intervention, Students’ Math Anxiety, and Students’ Math Self-Efficacy" (2023). Honors Projects. 899.