The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance

Self-Regulated Strategy Development (SRSD) is an evidence-based instructional approach combining background knowledge, writing, and self-regulation strategies to improve students’ writing motivation performance. While the positive impact of SRSD on performance variables well-established, mixed findings were found for motivational variables, namely self-efficacy. In addition, constructs other than self-efficacy—such as implicit theories—has received considerably less attention. this study, we examined program about opinion text two extensively studied (i.e., quality length) self-efficacy theories). Moreover, tested whether adding a brief growth mindset intervention instruction would result in gains To end, enrolled 191 sixth graders, from 11 classes, their Portuguese language teachers participate six-week study. Using quasi-experimental design, classes assigned one three conditions: (a) active control condition (three classes); (b) group (four (c) plus (henceforth, + GM; four classes). Our results showed that both GM generally did not significantly differ theories at posttest. The only exception was ideation. Of note, groups outperformed terms length. reveal added value instruction. Overall, our study effective improving ideation However, nature interventions may have precluded broader beliefs, such conventions, self-regulation, theories.