The Effects of a Growth Mindset on Self-Efficacy and Motivation

Autor/inn/en	Rhew, Emily; Piro, Jody S.; Goolkasian, Pauline; Cosentino, Patricia
Titel	The Effects of a Growth Mindset on Self-Efficacy and Motivation
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1492337 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piro, Jody S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1492337
Schlagwörter	Instructional Effectiveness; Academic Achievement; Self Efficacy; Urban Schools; School Districts; Experimental Groups; Control Groups; Intervention; Adolescents; Special Education; Student Motivation; Grade 6; Grade 7; Grade 8; Learning Disabilities; Middle School Students; Pretests Posttests; Measures (Individuals); Questionnaires; Connecticut + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Schulleistung; Self-efficacy; Selbstwirksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Learning handicap; Lernbehinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messdaten; Fragebogen
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. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01