TEACHERS’ MINDSETS FOR STUDENTS WITH AND WITHOUT DISABILITIES

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Abstract

Research suggests beliefs about the stability of ability can be dichotomized into two mindsets: fixed and growth (Dweck, 1999). Teachers’ (n = 238) beliefs regarding the stability of ability (mindset) and the stability of ability for 4 hypothetical students scenarios (mindset for scenarios) were measured. Mindset scores were related to mindset for scenario scores. Moreover teachers demonstrated increased neutral mindset scores and decreased fixed mindset scores for hypothetical student scenarios with no discernible differences for student gender or disability status.

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