Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets tend to believe that intelligence is unchangeable. As described in many empirical and theoretical papers, the mindset a student holds can influence important psychological and behavioral factors, including reaction to failure, persistence and level of effort, and expectations of success, which ultimately impact academic achievement. Importantly, mindsets can be changed, and interventions have been developed to promote a more growth mindset. A growth mindset allows students to view challenges as an opportunity for improvement, is linked to enjoyment of learning, and increases motivation in school. School psychologists are often working with students with learning differences and/or mental health concerns who are particularly at-risk for poor academic achievement, and researchers have demonstrated the important impact a growth mindset can have for these vulnerable students. School psychologists are well-positioned to incorporate mindset theory into the school environment in order to best support the students they serve. In this paper we provide a theoretical overview of mindset theory and mindset interventions, and specifically review the literature on mindset theory for individuals with learning disabilities and mental health challenges. We discuss how school psychologists can incorporate mindset theory into their practice to support the shift from a fixed to a growth mindset for all students.

心态理论是一种以能力的可塑性概念为中心的成就动机理论。根据心态理论，学生往往对自己的智力有成长心态或固定心态；成长型思维的学生倾向于相信智力是可塑的，而固定型思维的学生倾向于相信智力是不可改变的。正如许多实证和理论论文所述，学生持有的心态会影响重要的心理和行为因素，包括对失败的反应、坚持和努力程度以及对成功的期望，最终影响学业成绩。重要的是，心态是可以改变的，并且已经制定了干预措施以促进更加成长的心态。成长心态允许学生将挑战视为改进的机会，与学习的乐趣相关联，并增加在学校的积极性。学校心理学家经常与有学习差异和/或心理健康问题的学生一起工作，这些学生特别容易学业成绩不佳，研究人员已经证明了成长心态对这些弱势学生的重要影响。学校心理学家处于有利地位，可以将心态理论融入学校环境，以最好地支持他们所服务的学生。在本文中，我们提供了心态理论和心态干预的理论概述，并专门回顾了有关有学习障碍和心理健康挑战的个人的心态理论的文献。