the effect of growth mindset training on academic engagement and academic buoyancy in students

The aim of the present study was to investigate the effectiveness of growth mindset training on academic engagement and academic buoyancy in students. the research design was a quasi-experimental design with an experimental group and a control group. the sample consisted of 40 the 9th grade students of ahvaz city who were selected through convenience sampling and randomly assigned to two experimental (20) and control groups (20). the members of the experimental group received intervention growth mindset training, while the control group did not receive any intervention. the research questionnaires included the academic engagement questionnaire (meng and jin, 2016) and academic buoyancy questionnaire (martin and marsh, 2009). the data were analyzed using multivariate and univariate analysis of covariance. the results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after training growth mindset showed the scores of academic engagement and academic buoyancy in the experimental group compared to those in the control group were significantly increased (p >0.01). therefore, it can be concluded that training growth mindset are an effective method to increase academic engagement and academic buoyancy. based on the results, it is suggested that a growing mindset program be taught to students.