We decided that we would class students will a score of 16 or below as having tendencies towards a fixed mind-set, and those with a score of 18 or above as having tendencies toward a growth mind-set. In reality, it is of course a scale and we would be most interested in looking at those students at the extremes, with the highest and the lowest scores. Findings of Phase i
A Aiken K Donaldson S Pollard J Wale M Wilcox
Score of 16 or lower on attitudes towards intelligence (tendency towards fixed mind-set): 34% of option E cohort Score of 18 or higher on attitudes towards intelligence (tendency towards growth mind-set): 54% of option E cohort One of the questions we were interested in during this first phase was whether there is a link between mind-set and ability. Of the 34% of those students with a tendency toward fixed mind-set: 17% have FFT predictions of As (No A*s) 57% have FFT predictions of B/Cs 26% have FFT predictions of D/Es Of the 54% of those students with a tendency toward a growth mindset: 8% have FFT predictions of A*/As 53% have FFT predictions of B/Cs 39% have FFT predictions of D/Es This would suggest that there is no clear link between ability and mind-set. Diﬀerent ability students can be found at both ends of the scale. The second question that the research team were interested in from phase i was whether there is a link between mind-set attitudes and performance in the subject.