Pupils’ perspectives on challenge: a study exploring pupils’
mindset, their attitude to challenge, and self-differentiation
in the year one classroom
Laura Jessop
(PGCE General Primary 2017-2018)
Email: laura.jessop@gmail.com
Abstract
This case study used a quantitative and qualitative mixed methods approach to investigate the relationship between year one pupils’ perspectives of intelligence and their willingness to seek challenge. Four pupils with contrasting mindsets were interviewed and asked to complete drawings on their perceptions of ‘challenge’. Within this particular setting, pupils were given the opportunity to select one of three differentiated tasks in English
and mathematics. The pupils’ choices were recorded over a period of four weeks and tested for statistical significance using an ANOVA test. Although this research found that growth mindset and fixed mindset pupils perceive challenge differently, this study was unable to establish a relationship between their mindset and their choice of differentiated task.
Copyright: © 2019 This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)
The full paper is available for download as a pdf file: [pdf] 117-140-jessopl
Citation: Jessop, L. (2019) 'Pupils’ perspectives on challenge: a study exploring pupils’
mindset, their attitude to challenge, and self-differentiation in the year one classroom'Journal of Trainee Teacher Educational Research,Volume 10 pp.117-140 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])