2018/01/01 by Emily Rhew, Jody Piro, Pauline E. Goolkasian +1 · 1 citation
Psychology · Social Sciences · Medicine · #Education, Achievement, and Giftedness #Parental Involvement in Education #Psychological and Educational Research Studies #Mindset #Psychology #Self-efficacy #Reading (process) #Intervention (counseling) #Scale (ratio) #Clinical psychology #Developmental psychology #Applied psychology #Medical education #Social psychology #Medicine
paper · doi:10.1080/2331186x.2018.1492337
openalex publication_date 2018/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
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.