Students with Learning Difficulties (LD) often face learning challenges due to low self-efficacy and a fixed mindset. This study conducted a comparative analysis of self-efficacy and growth mindset among typically developing students and a student with LD, followed by investigating the impact of effort praise on a student with LD in an after-school class in China, focusing on its effects on self-efficacy, mindset and English-speaking proficiency. A cross-sectional study was performed among typically developing students through an online survey, while a mixed-method, single-case study design was employed for a student with LD. A total of 79 typically developing students aged 8 to 12 volunteered to complete the online survey using self-efficacy and growth mindset scales. A 10-year-old student with LD participated in a teaching intervention that utilised effort praise. The results indicate that the student with LD had lower overall self-efficacy and growth mindset scores compared to peers. However, effort praise positively impacted the student, leading to improved scores in both self-efficacy and growth mindset, as well as enhanced English-speaking proficiency. This research highlights the importance of teachers prioritising effort praise, as it can significantly improve self-efficacy and foster a growth mindset in students with LD.
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Wang et al. (2025) studied this question.
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