RUME 28
2026
Alexandria, Virginia
From Belief to Practice: Investigating Growth Mindset as a Bridge Between Teacher Cognition and Student Experience in Mathematics
Page: 1293
This study investigated growth mindset as a bridge between teacher cognition and student experience in mathematics. A descriptive correlational research design was used for this study. The sample size included seven teachers and 181 first year students from the mathematics education unit. Implicit Theory of Intelligence Scale; Student Opinion Scale and General Self-Efficacy Scale were used to collect data. The collected data were analyzed using descriptive statistics and regression analysis. The findings of the study showed a Mean of 3.73 and SD of 1.04 were obtained, thus indicating that the majority of the teachers leaned towards the growth mindset belief. The result of the regression analysis revealed that teachers' belief accounted for some variations in students' growth mindset, motivation and confidence. Students are therefore encouraged to seek out faculty with growth mindset attributes as they are more inclined to creating a supportive learning environment.