Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education


Education, Montessori

First Advisor

Syneva Barrett


Elementary Education, Montessori Elementary Education


This study sought to determine if lessons in growth mindset would improve engagement and thus positively affect elementary students in finishing work, and if enhanced engagement would enrich work quality. Prior to implementation, a tally of incomplete work cycles and an assessment of students’ overall persistence were gathered. Student interviews regarding their views on unfinished work were conducted. Five students were randomly selected to provide work samples which were assessed by the students and their teacher. Twenty-six, six to nine years-olds in a private, lower elementary Montessori classroom received four lessons to promote a growth mindset and were assessed for progression. The results showed an increase in persistence and fewer incomplete work cycles, but no improvement in work quality. Suggestions for further research include conducting the same research over a longer time period or with a larger sample size.