The effects of a growth mindset on self-efficacy and motivation
The effects of a growth mindset on self-efficacy and motivation
复制标题
成长心态对自我效能和动机的影响
DOI：
10.1080/2331186x.2018.1492337
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发表时间：
2018
期刊：
影响因子：
1.6
通讯作者：
Patricia E. Cosentino
中科院分区：
文献类型：
--
作者：
E. Rhew;Jody S. Piro;Pauline E. Goolkasian;Patricia E. Cosentino
摘要本研究旨在探讨成长心态干预是否能提高青少年特殊教育学生的自我效能感和学习动机。样本包括接受阅读领域学习障碍服务的六年级、七年级和八年级学生。这项研究是准实验设计，包括对照组和治疗组。治疗组接受了一种名为脑科学的成长心态干预。采用读者自我知觉量表第二版和阅读动机问卷测量阅读自我效能感和阅读动机的平均分是否存在差异。结果表明，成长心态干预在青少年特殊教育参与者的动机上存在显著差异，但在自我效能感上没有显著差异。
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.