Self-esteem and growth mindset in sixth form college students: comparing student differences in those with and without dyslexia

Abstract

Prior research indicates dyslexia leads to low self-esteem (Glazzard, 2010; Snowling et al., 2020) and that a fixed mindset is a predictor of low academic achievement (Yeager & Dweck, 2020). However, there is little or no research on how these two parts of the self interact with each other in dyslexic nor non-dyslexic students. The aim of this research was to investigate scores of self-esteem among dyslexic and non-dyslexic sixth form students using Rosenberg’s scale. It also measured the mindset scores of these participants also using Dweck’s mindset scale. Semi structured interviews were used to delve deeper into the experiences of dyslexic and non-dyslexic students and a thematic analysis was used to analyse the results. Quantitative results indicate a significant result for dyslexic students, not only in terms of mindset but in having low self-esteem also. Interviews reveal little evidence of fixed mindset but much evidence of growth mindset being present in all participants whether dyslexic or not. Interviews also reveal a somewhat successful implementation of inclusive education, more so at college than at school as reported. Implications and further research suggestions are discussed.