The effects of using specific language to develop a growth mindset in students with learning disabilities

Abstract

The effect of a growth mindset intervention for students with learning disabilities in a classroom setting is explored in this single case intervention study. Through the process of direct mindset instruction along with explicit growth mindset language used by the teacher, students in a grade three classroom were observed during this three-week intervention. The application of using direct instruction along with explicit language relating to growth mindset is examined amongst the four students in the intervention. Findings suggest that growth mindset intervention seemed to depend on the student, having a positive effect for one student with a learning disability and a flat effect for the other student with a learning disability. Further research on the effect of the teachers’ mindset on student mindset, the effect of an observer in the classroom, the potential use of a control group, and use of language over longer time frames is warranted.