The Relation Between a Teacher-Based Growth Mindset Training and Minoritized Student Motivation in Mathematics

Abstract

Growth mindset intervention research has centered student outcomes and has largely ignored the effects of the teacher on the student and how teachers specifically influence African American, Latinx, and Native students (AHN) in Mathematics. The current study used a pre-post experimental design to test whether a teacher-based growth mindset online intervention program influenced students’ motivation (i.e., cost beliefs) on mathematics classes, particularly for AHN students. Results showed that the intervention influenced AHN students’ perception of cost (i.e., effort) value. AHN status moderated outcomes on cost value beliefs, where cost value for AHN students decreased after their teacher’s participation in the intervention.