Date of Award

Fall 1997

Degree Type

Thesis

Degree Name

Education (M.Ed.)

Department

College of Education

Abstract

The relationship between students’ beliefs about intelligence and the type of self-talk used was examined among two students with learning disabilities who were identified as having a helplessness profile. Both students viewed intelligence as a static entity and demonstrated a lack of will to learn. Additionally, these students practiced the most negative type of self-talk about their ability when undertaking difficult learning tasks. The students were taught about theories of intelligence and the effects of negative self-talk on their classroom behavior. The results indicated that teaching students about the incremental view of intelligence and the self-talk model may enhance their will to try new strategies. Moreover, these students found learning about theories of intelligence and self-talk as valuable knowledge. These students questioned why no one ever taught them how to use positive self-talk when thinking about their intelligence and learning.

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