Linking Growth Mindset and Academic Coping to Grit and Self-Handicapping Behaviors in Neurodiverse Adolescents

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Motivation, Mindset, and Self-Regulated Learning

Abstract

Neurodiverse adolescents face heightened academic stress, yet little is known about how their coping strategies and beliefs shape motivation. This study examined whether mental health growth mindset, adaptive academic coping, and social support predicted grit and self-handicapping in 98 students (grades 5–12) at a Mid-Atlantic private school for neurodiverse learners. Hierarchical regressions showed mental health growth mindset (β = .37, p < .001) and commitment to task (β = .38, p < .001) predicted stronger grit, while comfort-seeking (β = .39, p = .001) and self-encouragement (β = .28, p = .038) predicted more self-handicapping. Findings suggest fostering growth-oriented beliefs and commitment-focused coping may strengthen resilience and reduce avoidance, offering actionable guidance for supporting neurodiverse students’ academic engagement.

Authors

• Rahma F. Goran, Temple University

• Cabi Wang, Temple University

• Jay Tarnoff, Immaculata University

• Xu Jiang, Temple University