Abstract

The purpose of this study was to investigate whether a growth mindset intervention would improve adolescent special education students’ self-efficacy and motivation. The sample included sixth, seventh, and eighth grade students receiving learning disability services in the area of reading. The study was quasi-experimental in design which included both a comparison group and a treatment group. The treatment group received a growth mindset intervention called Brainology. The Reader Self-Perception Scale 2nd Edition and the Motivation for Reading Questionnaire were used to measure whether there were differences in the mean scores for self-efficacy and motivation in reading. Results suggested that a growth mindset intervention had a significant difference in the motivation, but not self-efficacy, of adolescent special education participants.

Details

Title
The effects of a growth mindset on self-efficacy and motivation
Author
Rhew, Emily 1   VIAFID ORCID Logo  ; Piro, Jody S 1 ; Goolkasian, Pauline 1 ; Cosentino, Patricia 1 

1  Education and Educational Psychology Department, Western Connecticut State University, Danbury, CT, USA 
Publication year
2018
Publication date
Jan 2018
Publisher
Taylor & Francis Ltd.
e-ISSN
2331186X
Source type
Scholarly Journal
Language of publication
English
DOI
https://doi.org/10.1080/2331186X.2018.1492337
ProQuest document ID
2176649758
Copyright
© 2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.