Growth Mindset Language and Literacy in the Kindergarten Classroom

Term

Fall 2019

Capstone

Capstone Project

Abstract

This capstone addresses the following research question: How can using growth mindset language impact students’ beliefs about their literacy ability in Kindergarten? It follows one teacher’s experience with teaching and modeling growth mindset language to a classroom of Kindergarten students. The author examines the research around the growth mindset philosophy (Dweck, 2006) and the benefits of using growth mindset language with students. This qualitative study examines how using growth mindset feedback with students affects their ability to believe in themselves as a literacy learner. Data for the study includes a pre and post interview with participants and observation data. The findings suggest that 1) students’ beliefs can be positively impacted by being in an environment that focuses on growth mindset strategies; and 2) previous experiences with literacy appear to impact how positively students view themselves as literacy learners.

Project Type

qualitative study

Keywords

growth mindset, Kindergarten students, literacy learner

Type

text

Publisher

Hamline University

Format

application/pdf

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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