The effects of a growth mindset on self-efficacy and motivation
| Autor: | Emily Rhew, Jody S. Piro, Pauline Goolkasian, Patricia Cosentino |
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| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: | |
| Zdroj: | Cogent Education, Vol 5, Iss 1 (2018) |
| Druh dokumentu: | article |
| ISSN: | 2331-186X 2331186X |
| DOI: | 10.1080/2331186X.2018.1492337 |
| Popis: | 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. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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