Investigating the role of maths intelligence and failure mindsets and the responses of teachers and mothers to pupils’ maths intelligence mindsets and/or achievement in Riyadh, Saudi Arabia.

Abstract

Intelligence mindset refers to beliefs regarding the fixedness or malleability of intelligence and includes two types: growth and fixed (Haimovitz & Dweck, 2017). Previous research has confirmed the associations between students’ intelligence mindsets and achievement. Additionally, recent studies have demonstrated the importance of adults’ mindsets and practices on shaping children’s intelligence mindsets and influencing their achievement. Accordingly, Haimovitz and Dweck (2017) developed a model suggesting that adults’ intelligence and/or failure mindsets might impact their response toward their children’s success and/or failure, thus influencing their children’s intelligence mindsets. This thesis aimed to test this model in the subject of mathematics, to understand and to explain the role of adults’ mindsets and responses in forming their children’s intelligence mindsets. Additionally, this thesis sought to expand the literature by investigating the impact of mindsets in a Saudi Arabian context, as most studies into mindsets have been conducted in Western countries. Firstly, a systematic review aiming to investigate the relationship between teacher intelligence mindset and pupils’ maths achievement was conducted. The review included seven studies that reported mixed evidence. Secondly, a qualitative study exploring the role of 30 primary maths teachers’ intelligence mindsets and practices in their pupils’ maths success and failure was carried out. As a result of thematic analysis, five overarching themes emerged. Lastly, a quantitative study was also conducted. It explored the impact of maths teachers’ and mothers’ intelligence and failure mindsets on their response orientations to a pupil’s/child’s maths failure scenario and how these influenced their intelligence mindsets. The findings showed that across 56 pupils (aged 10 to 12 years old) and their mothers and maths teachers (one triad per school) only the mothers’ mindset/practice was found to shape their child’s intelligence mindset concerning their maths’ ability. The implications, strengths, limitations and recommendations for future research were also provided.