Udell, Ashley Lauren2022-07-122022-07-122022https://hdl.handle.net/2097/42351Undergraduate students in an education program, or preservice teachers, are expected to practice and teach productive struggle in mathematics as they prepare for their career. Productive struggle in mathematics requires students to persevere in solving rigorous tasks, despite their frustration in doing so. Therefore, a student’s level of frustration discomfort and the degree to which they have a growth mindset may impact their ability to practice productive struggle. Is there a relationship between a student’s degree of growth mindset and their level of frustration discomfort? This study used a correlation research design to investigate a relationship, if any, between degrees of growth mindset and levels of frustration discomfort among preservice teachers.en-US© the author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).http://rightsstatements.org/vocab/InC/1.0/Frustration discomfort scaleTheories of intelligence scaleGrowth mindsetMathematics educationPreservice teachersProductive struggleDissertation