A Mixed Methods Exploration of Growth Mindset in Third, Fourth, and Fifth Grade Students with Reading Difficulties and/or Disabilities
Open Access DepositedDe Castella & Byrne, 2015), academic self-concept (Self-Perception Profile for Learning Disabled Students [SPPLDS]
Renick & Harter, 2012), and covitality (Social Emotional Health Survey – Primary [SEHS-P]
Furlong et al., 2013). Ten of the 13 participants also participated in semi-structured interviews designed to better understand the connections that children with RD might see between these concepts.Analysis of quantitative measures showed that the majority of participants endorsed a growth mindset. Pearson product-moment correlations found no significant relationship between either the ITI-Self and SPPLDS or the ITI-Self and SEHS-P. Qualitative data analysis suggested that these participants used social cues to understand what it means to be intelligent, valued factual knowledge and “getting it right” (which align with a fixed mindset), and also valued understanding and problem-solving (which are more growth mindset-oriented concepts). While they generally described effort as a positive aspect of their school experience (which suggests a growth mindset), many of them also saw connections between effort and performance goals (which are characteristic of a fixed mindset). Integrated analysis used spreadsheets to compare the two data sets, revealing considerable disagreement between ITI-Self scores and interview data, and also raising potential questions about the validity of the ITI-Self and similarly worded measures. In addition, integration suggested more overlap between the concepts of growth mindset and covitality than was seen in the quantitative analysis. Finally, this study made recommendations for teaching practice and introduced important research questions and methodological considerations for future (mixed methods) projects with this population.
This study used a convergent mixed methods design to better understand growth mindset, academic self-concept, and covitality (well-being) in third, fourth, and fifth grade students with reading difficulties and/or disabilities. Participants (n = 13) completed rating scales to self-report their growth mindset (a revised Implicit Theories of Intelligence Scale [ITI-Self]
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