Staff and Pupil perceptions of a Growth Mindset intervention in a uk primary school TEP research Project with Catalyst Psychology Heather Savvides 15th October 2018

context Growth Mindset gaining popularity in schools One primary school and EP service commissioned research Researcher background in growth mindset in previous work Need for evidence-based, cost-effective programmes Emphasis on testing and exams throughout school – where does motivation for learning fit in?

What Kind of Mindset Do You have? Growth Mindset Fixed Mindset When I find it hard, I keep trying I want to challenge myself Failure is an opportunity to learn If you praise me, tell me I am trying hard I can learn anything If you do well, it encourages me My effort and my attitude to learning determine how well I can do. I can either do it or I can’t I give up when it is hard I don’t like being challenged I am no good if I fail If you praise me, tell me I am clever If you do well, I feel threatened My innate ability is what matters.

Growth Mindset Literature Incremental (growth) and entity (fixed) mindsets – 1980’s Carol Dweck (2000): Self Theories: their role in motivation Learned helplessness (Seligman and Beagley, 1967) Different reactions to challenge Extensively researched in a variety of areas : Consumer behaviour, anxiety and depression, losing weight, prejudice.

Growth Mindset in School Many studies of short-term interventions e.g. Sisk et al Meta-analysis Some regarding one subject area e.g. maths (Boaler, 2013) Many are high-school studies e.g. Boaler, 2013, Lambert, 2016) A few UK primary school studies are starting to appear e.g. Fraser, 2018, Seaton, 2018.

Gaps in the Literature Whole-school, embedded programme that has been established for some time. Relationship between growth mindset approach and taking tests/teaching for the tests. Children’s voice in the research, despite extensive resources for involving children in research (e.g. Kellet, 2005, OU).

Research Questions How has a growth mindset framework been implemented over time in one primary school? How is the intervention perceived bystaff? How is the intervention perceived bypupils?

A1 Pilot Study Staff perceptions of growth mindset in a mainstream primary school. Three participants Historical perspective Positive feedback – whole-school, not just learning

Pilot study: Thematic Map

Research Design Participatory research to allow children to be part of the whole project and not just participants. Co-creation of research with those who take part, may lead in unexpected directions. Lead researcher retains overall control Mindful of TEP doctorate study and limitations of time and access to the school site during SAT’s year. Maintain case study design of pilot study: ‘Participatory process and outcome evaluation’ within a single case study.

Data Gathering and analysis Qualitative study: interviews with 3 members of staff Thematic analysis

6-Stage Thematic Analysis Familiarisation with the data and transcription Generation of codes Searching for themes Reviewing themes Defining and naming of themes Producing the report. (Braun and Clarke, 2006)

References Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Burton, D., Smith, M. and Woods, K. (2010) Working with teachers to promote children’s participation through pupil-led research. Educational Psychology in Practice, 26 (2), 91-104. British Psychological Society (2015). Code of ethics and conduct: Guidance published by the ethics committee of the British Psychological Society, London, United Kingdom: British Psychological Society. Colucci, E. (2007) “Focus Groups Can Be Fun”: The Use of Activity-Oriented Questions in Focus Group Discussions. Qualitative Health Research, 17 (10), 1422-1433. Claxton, G. & Carr, M. (2004) A framework for teaching learning: the dynamics of disposition. Early Years, 24 (1), 87-97. Dweck, C. S. (2000) Self Theories: their role in Motivation, Personality and Development. Hove, United Kingdom: Taylor Francis. Kagan, S. & Kagan, M. (2009) Cooperative Learning. San Clemente, CA: Kagan Publishing. Kellet, M. (2005) Children as active researchers: A new research paradigm for the 21st century? ESRC, UK. Open Research Online. McEvoy, P. and Richards, D. (2006) A critical realist rationale for using a combination of quantitative and qualitative methods. Journal of Research in Nursing 11 (66), 66-78.

Growth Mindset Studies Fraser, D. M. (2017) An exploration of the application and implementation of growth mindset principles within a primary school. British Journal of Educational Psychology DOI:10.1111/bjep.12208. Lambert, C. (2014) Developing learning at St Mary’s secondary school, UK: Improving the motivation and well-being of students. Gifted Education International 2014, Vol 30(1) 47–57. Savvides, H. (2018) My Learning Powers: Staff perceptions of a growth mindset intervention in a UK primary school. Unpublished Assignment as part of the Doctorate in Education and Child Psychology: University of Manchester. Seaton, F.S. (2017) Empowering Teachers to Implement a Growth Mindset. Educational Psychology in Practice, 34(1), 41-57.