The Relationship Between Growth Mindset, Reading Attributions, and Reading Ability (PO076)

  • PMD: 1,6
  • Skill Level: Introduction
  • Session 6: Recent Developments in Assessment and Research
  • Live Chat:
    Wednesday, February 24, 2021
    4:15 PM–5:00 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. demonstrate understanding of psychometric properties of scales used to measure mindset and reading attributions.
  2. apply screening techniques to determine mindsets and attributions of students.
  3. utilize knowledge of reading attributions and growth mindset to promote student success.


Growth mindset, defined by Dweck’s Theories of Intelligence scale (TOI, 2000), and incremental versus fixed attributions for reading, assessed by the two subscales from the Student Reading Attribution Scale (SRAS; Bell & McCallum, 2016), operationalized attributions similarly for 99 elementary students (i.e., three chi-square indices were nonsignificant, p>.05). Students with an incremental view of reading failure demonstrated nonsignificantly higher reading performance; students with an entity view of reading successes exhibited nonsignficantly higher reading performance.



Virginia M. McClurg, University of Tennessee
Rachel Gustafson, University of Tennessee
Sherry M. Bell, University of Tennessee

Letter to Supervisor

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Preliminary Brochure

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