Comparing the Effectiveness of Growth Mindset Intervention with Independent Learning Program on Academic Resilience of Underachievement Gifted Students

Document Type : Research Paper

Authors

1 Department of Psychology of Children with Special Needs,Faculty of Educational Sciences and Psychology, Isfahan university, Isfahan, Iran

2 Department of Psychology of Children with Special Needs , Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

Abstract

The purpose of this study was to compare the effectiveness of Growth Mindset Intervention with Independent Learning Program on Academic Resilience of Underachievement Gifted Students. The method of this study was quasi-experimental from pretest-posttest control group. The statistical population consisted of all male students in the early high school of gifted students of Qazvin province in the academic year 2015-2016, among which the statistical sample was selected targeted and based on criteria of underachievement (39 students) and then randomly assigned to experimental and control groups (13 students in each group). The tools used in the research included Salehi's Academic Success Scale (2014) and Samuels & Woo's Academic Resilience Scale (2004). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of variance with repeated measuring). The results of the study showed that the scores of academic resilience of the experimental groups in both independent learning and growth mindset groups showed a significant change compared to the control group as well as lack of a significant difference between the two test groups compared to each other (P<05/0). Based on this, it is recommended to use the growth mindset intervention and independent learning to improve the resilience in underachievement gifted students.

Keywords

References

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Journal of Applied Psychological Research
Volume 9, Issue 4
July 2018
Pages 1-20

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History

  • Receive Date: 25 November 2018
  • Revise Date: 19 March 2019
  • Accept Date: 07 March 2019
  • First Publish Date: 07 March 2019
  • Publish Date: 21 January 2019

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