From Reluctance to Resilience: The Link Between Attitude and Growth Mindset in Calculus Students

Authors

• Olivia Valente, College of CharlestonFollow
• Kathryn E. Pedings-Behling, College of CharlestonFollow
• Amy N. Langville, College of CharlestonFollow

ORCID

Olivia Valente, 0009-0006-7154-2503; Kathryn E. Pedings-Behling, https://orcid.org/0009-0009-5582-6292; Amy N. Langville, https://orcid.org/0000-0001-7689-4061

Streaming Media

Abstract

Many postsecondary students enter general education mathematics courses with negative attitudes, shaping their willingness to engage with the content. This study explores the relationship between students’ attitudes towards mathematics and their growth mindset, revealing effective strategies to enhance learning experiences, particularly for students who are reluctant learners. The research investigates two questions: (1) How do students’ Attitude Toward Mathematics Inventory (ATMI) scores and Growth Mindset Scale (GMS) scores relate? and (2) Do gender or course modality affect this relationship? This study addresses a gap in literature by examining how enjoyment, motivation, self-confidence, and perceived value connect with growth mindset. The goal is to inform evidence-based strategies that enhance students’ mathematical experiences and promote resilience in learning. Quantitative data were collected from 125 Business Calculus students who completed the ATMI and GMS surveys. Inferential statistics were used to analyze relationships between attitude subscales, growth mindset scores, gender, and modality. Results revealed a statistically significant positive relationship between ATMI and GMS scores across all subscales, with enjoyment demonstrating the strongest correlation. Gender and modality differences were minimal, though females exhibited stronger relationships across all categories. The connection between mathematical attitudes and growth mindset remained positive across both online and in-person courses, suggesting consistent patterns across modalities. Findings suggest that emotional engagement, especially enjoyment, plays a key role in fostering a growth mindset in mathematics. These insights can guide postsecondary instructors in designing active, supportive learning environments that help non-STEM majors overcome anxiety and build confidence in mathematical learning.