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A two-component growth mindset intervention for young people with SEND
Journal of Research in Special Educational Needs Pub Date : 2019-10-17 , DOI: 10.1111/1471-3802.12472
Eloise Carvalho 1 , Yvonne Skipper 1
Affiliation  

Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects.

中文翻译:

针对患有 SEND 的年轻人的两部分成长心态干预

增加对成长心态(相信通过努力可以提高智力的信念)认可的干预措施已在学校成功实施。然而,它们很少针对有特殊教育需求和/或残疾 (SEND) 的儿童和青少年,这些人更可能认同固定思维模式,学习自我概念和学习适应能力较低,并有可能产生负面刻板印象态度。这项准实验性研究实施了一个为期 10 周的 PSHE 计划,以及采用适应课堂实践的专门课程,例如,任务框架和反馈,以向患有 SEND 的年轻人(N = 18)宣传成长心态信息。干预前后措施的分析表明干预增加了学生对成长心态的认可,以及增加学术自我概念、学术适应能力和对残疾的积极态度的轶事证据。然而,在干预后 7 周进行的后续措施中,这些影响并未持续。干预并没有提高学生的学业成绩。尽管是初步的,但研究结果证明了成长型思维干预对患有 SEND 的儿童和年轻人的可行性,但建议应该保持干预以获得更持久的效果。
更新日期:2019-10-17
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