Abstract
<p>The purpose of this study was to investigate whether a growth intervention would improve adolescent special education students’ self-efficacy and motivation. The research was conducted in a middle school in the Northeast from January 2016 to June 2016. The convenience sample for this study comprised of sixth, seventh, and eighth grade students receiving special education services in the area of reading. The study was quasi-experimental in design and included both a comparison group and a treatment group. Both groups received a pretest and a posttest in the form of a survey. While only the treatment group received a growth mindset intervention. Upon completion of the study, the survey results of the comparison and treatment groups were compared. The instruments were used to measure whether there were differences in the mean scores for self-efficacy and motivation in reading. Results suggested that a growth mindset intervention had a significant difference in motivation of adolescent special education students.</p>
