Growth mindset and motivation: a study into secondary school science learning

Abstract

Motivation in science in school is a national issue but is often overlooked in educational reform (Usher, A., and N. Kober. 2012. Student motivation – An overlooked piece of school reform. Centre on Education Policy, Graduate School of Education and Human Development. The George Washington University). Despite new curriculum content reforms in England to promote education and uptake, science remains an area of concern (Department for Education. 2015. 2010 to 2015 government policy: school and college qualifications and curriculum. Accessed October 27, 2016 https://www.gov.uk/government/publications/2010-to-2015-government-policy-school-and-college-qualifications-and-curriculum/2010-to-2015-government-policy-school-and-college-qualifications-and-curriculum; Department for Education. 2016. Revised A level and other level 3 results in England, 2014/2015. Accessed August 15, 2016 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/502158/SFR03_2016__A_level_and_other_level_3_results_in_England_SFR_revised.pdf. This article explores students’ lack of motivation towards studying science and strategies to enhance motivation in a secondary school academy with students aged 14–15 years of age. The quasi-experimental research design used qualitative and quantitative methods analysed using descriptive and inferential statistics. The findings suggest that the motivational factors most lacking in students are task value, self-efficacy and self-regulation. The intervention programme had significant impact on the students involved in the study and suggests the need to move towards a growth mindset style of teaching that makes science relevant to everyday life.