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The Impact of Growth Mindset on Engagement During a STEM Unit.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Growth Mindset on Engagement During a STEM Unit./
Author:	Annala, Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	101 p.
Notes:	Source: Masters Abstracts International, Volume: 82-07.
Contained By:	Masters Abstracts International82-07.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28263769
ISBN:	9798557043083

The Impact of Growth Mindset on Engagement During a STEM Unit.
Annala, Elizabeth.

The Impact of Growth Mindset on Engagement During a STEM Unit. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 101 p.

Source: Masters Abstracts International, Volume: 82-07.

Thesis (M.A.)--Hofstra University, 2020.

This item must not be sold to any third party vendors.

The type of mindset a student has impacts how they learn, a student with a fixed mindset does not believe they can become a better learner, learn new things or accomplish difficult tasks, whereas, a student with a growth mindset is the complete opposite, a student with a growth mindset believe they can become better learners, learn new things and preserver when tasks are difficult. Those with a growth mindset keep trying until they achieve the goal they're working towards. Students who have a growth mindset are also more likely to be engaged as they want to be involved in the lesson they want to learn. The question that was researched for this thesis study was Does having growth mindset impact engagement during a STEM unit. The study took place during a virtual after school program that consisted of a total of 6 female students ranging from grades 3 through 7. The afterschool program included a unit on potential energy vs. kinetic energy STEM unit, which consisted of a total of six lessons. The students completed an engineering design challenge at the end of the unit, this engineering design challenge had students create a functioning catapult to demonstrate potential and kinetic energy. The students were assessed before and after the unit using a survey on growth mindset, a survey on engagement and a pre- and post-content assessment. Various lesson, activities, class discussions and mini labs, also took place. The unit ended with an engineering design challenge of building a functioning catapult which was assessed using a rubric. The results of the study showed that the students had an overall increase in mindset, engagement and content knowledge. This data evidence supports the research that growth mindset impacts engagement during a STEM unit.

ISBN: 9798557043083Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Growth mindset

The Impact of Growth Mindset on Engagement During a STEM Unit.
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520 $a The type of mindset a student has impacts how they learn, a student with a fixed mindset does not believe they can become a better learner, learn new things or accomplish difficult tasks, whereas, a student with a growth mindset is the complete opposite, a student with a growth mindset believe they can become better learners, learn new things and preserver when tasks are difficult. Those with a growth mindset keep trying until they achieve the goal they're working towards. Students who have a growth mindset are also more likely to be engaged as they want to be involved in the lesson they want to learn. The question that was researched for this thesis study was Does having growth mindset impact engagement during a STEM unit. The study took place during a virtual after school program that consisted of a total of 6 female students ranging from grades 3 through 7. The afterschool program included a unit on potential energy vs. kinetic energy STEM unit, which consisted of a total of six lessons. The students completed an engineering design challenge at the end of the unit, this engineering design challenge had students create a functioning catapult to demonstrate potential and kinetic energy. The students were assessed before and after the unit using a survey on growth mindset, a survey on engagement and a pre- and post-content assessment. Various lesson, activities, class discussions and mini labs, also took place. The unit ended with an engineering design challenge of building a functioning catapult which was assessed using a rubric. The results of the study showed that the students had an overall increase in mindset, engagement and content knowledge. This data evidence supports the research that growth mindset impacts engagement during a STEM unit.
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