Study of the effect of whole-school versus intensive mindset intervention on mindset scores and teacher-rated effort in English and Mathematics.

The current thesis reports an empirical investigation into the effect of a whole-school approach to developing a growth mindset using methods such as, whole school assemblies and teacher training. The study then investigated the effect of an additional intensive mindset intervention (Brainology) on students’ mindset scores and teacher-rated effort in English and Mathematics, over and above the whole school approach, and compares the experimental group exposed to both the whole-school approach and the additional intervention to a control group which only received the whole-school intervention.