Journal of Counseling and Psychology


More and more students enter college in need of math remediation. Students in remedial math courses tend to report low self-efficacy, which negatively affects academic performance. To help low-achieving students succeed, researchers such as Dweck (2006) find that fostering a growth mindset increases self-efficacy and academic performance. The purpose of the present study was to explore the effects of a growth mindset intervention on the self-efficacy and performance of students in remedial math. It was hypothesized that students who participated in the growth mindset intervention would report higher levels of self-efficacy and test scores than the students who did not. Descriptively the results were in the anticipated direction, however results of an independent samples t-test were non-significant for self-efficacy and academic performance. These findings suggest preliminary evidence for the effectiveness of the growth mindset intervention and warrant further investigation.