The effectiveness of an intervention program based on the mindset of growth approach on mathematical performance in students

This study aimed to investigate the effect of a program based on the approach of mindset growth to mathematical performance in fourth-grade female students in Kermanshah.

The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The study's statistical population was all second-year elementary school students in Kermanshah in the academic year 1401-1400, in which a total of 60 students were selected by multi-stage random sampling method and randomly divided into two groups of experimental and control. The experimental group underwent 7 sessions of training based on the mindset growth approach. While the control group did not receive any intervention. To measure the variables, Dweck’s (2000) mental test questionnaire and math test were performed in both groups and the data obtained from the pre-test and post-test were analyzed using a univariate analysis of covariance.

Analysis of covariance showed that the approach to mindset growth increased students 'math scores compared to the control group in the post-test (P <0.001).

It seems that the mindset growth approach can be used in schools and educational centers to increase student's mathematical performance