HOW DID A GROWTH MINDSET-DRIVEN LESSON STUDY AFFECT STUDENT ACADEMIC ACHIEVEMENT AND TEACHERS' MINDSETS?

Abstract

The article addresses a critical issue in the educational process: students' tendency to rely solely on innate 
abilities and its negative impact on learning outcomes. The purpose of the study is to examine the impact of a growth 
mindset-driven Lesson Study approach on student academic achievement and teachers' professional mindsets. A 
mixed-methods design was employed in the article, integrating questionnaires, semi-structured interviews, and lesson 
observation protocols. The study involved 7 teachers in the intervention group and 31 teachers in the comparative 
group. The results indicated that targeted, effort-oriented feedback enhances students' intrinsic motivation, encourages 
them to view mistakes as development opportunities, and improves academic performance. Furthermore, the Lesson 
Study cycles transformed teachers' mindsets, significantly increasing their belief in their own capabilities, empathy, and 
emotional sensitivity. A psychologically safe and supportive learning environment was successfully established in the classrooms. In conclusion, a growth mindset, when combined with collaborative reflection, not only boosts student 
learning motivation but serves as a powerful tool to fundamentally reshape teacher professional identity and classroom 
culture.