A Mixed-Methods Investigation of Mindset, Grit, Optimism, and Self-Determination in Adolescents with Learning Disabilities and Differences

Autor/inn/en	Tuckwiller, Elizabeth D.; Dardick, William R.; Kutscher, Elisabeth L.
Titel	A Mixed-Methods Investigation of Mindset, Grit, Optimism, and Self-Determination in Adolescents with Learning Disabilities and Differences
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 24 (2019) 1, S.19-32 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Adolescents; Learning Disabilities; Self Determination; Persistence; Resilience (Psychology); Predictor Variables; Student Attitudes; Attention Deficit Hyperactivity Disorder; Psychological Patterns; High School Students + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Learning handicap; Lernbehinderung; Selbstbestimmung; Ausdauer; Prädiktor; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this mixed methodology study was to empirically investigate how adolescents with learning disabilities/differences report and experience self-determination, grit, mindset, and optimism. Using items from established scales, we gathered survey data (n=27) as well as interview data (n=23), and examined the ability of mindset, grit, and optimism to predict self-determination, as well as evidence of construct overlap in the thoughts and reflections of adolescents with learning disabilities/differences. The results of the regression indicated that a significant portion of the variance of self-determination, approximately 65%, was explained by the predictors (R[superscript 2] = 0.65, F(4, 22)=10.01, p <0.001). Analysis of data from interviews, during which students were asked to reflect on their experiences of mindset and optimism, suggested that adolescents with learning disabilities/differences are engaging in the self-determination process in their daily lives in ways that deeply incorporate mindset and optimism orientations. Although we did not specifically interview students about self-determination, their reported thoughts and experiences about mindset and optimism included the three components and six steps outlined by the self-determined learning theory, providing additional evidence of the overlap of mindset, grit and optimism with the self-determination construct. Results are discussed in regard to future research and intervention development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01