Journal
COGENT EDUCATION
Volume 5, Issue 1, Pages -Publisher
TAYLOR & FRANCIS AS
DOI: 10.1080/2331186X.2018.1492337
Keywords
growth mindset; Brainology; self-efficacy; motivation; special education
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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.
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