The idea behind this practitioner enquiry is intrinsically linked to growth mindset and Carol Dweck’s theory that pupils’ mindset “plays a key role in their motivation and achievement, and that if we change students’ mindsets, we can boost their achievement” (Dweck, 2012). It is also the belief of Carol Dweck that fostering a growth mindset in pupils will ultimately result in a more intrinsically motivated class stating that: “Commending students for the processes they use – engagement, perseverance, strategies, improvement – fosters motivation, increased effort, willingness to take on new challenges, greater self-confidence, and a higher level of success” (Dweck, 2007). There is evidence to suggest that developing a growth mindset in the classroom can help to boost self-esteem and confidence creating a positive, nurturing classroom environment which, in turn, has a positive effect on pupil motivation and attainment. Wiliam (2016) highlights that children must be provided with feedback at regular intervals to enable the highest attainment and achievement for all. Providing immediate feedback can help children in addressing the developmental needs that children are struggling with.
My aim was to conduct a small-scale classroom-based enquiry which would identify if providing immediate feedback to pupils within a writing context would change their mindset, increase motivation, self-esteem, and overall confidence.