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In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.<\/jats:p>","DOI":"10.1177\/0829573521998954","type":"journal-article","created":{"date-parts":[[2021,3,4]],"date-time":"2021-03-04T05:11:33Z","timestamp":1614834693000},"page":"244-254","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":11,"title":["I Just Have to Try Harder: Examining the Mindsets of Students with LD"],"prefix":"10.1177","volume":"36","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8357-2754","authenticated-orcid":false,"given":"Lauren D.","family":"Goegan","sequence":"first","affiliation":[{"name":"University of Alberta, Edmonton, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gabrielle N.","family":"Pelletier","sequence":"additional","affiliation":[{"name":"University of Alberta, Edmonton, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9202-2538","authenticated-orcid":false,"given":"Lia M.","family":"Daniels","sequence":"additional","affiliation":[{"name":"University of Alberta, Edmonton, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2021,3,4]]},"reference":[{"key":"bibr1-0829573521998954","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"bibr2-0829573521998954","doi-asserted-by":"crossref","unstructured":"Baird G. L., Scott W. D., Dearing E., Hamill S. K. (2009). Cognitive self-regulation youth with and without learning disabilities: Academic self-efficacy, theories of intelligence, learning vs. performance goal preferences, and effort attributions. Journal of Social and Clinical Psychology, 28(7), 881\u2013908. https:\/\/doi.org\/10.1521\/jscp.2009.28.7.881","DOI":"10.1521\/jscp.2009.28.7.881"},{"key":"bibr3-0829573521998954","doi-asserted-by":"crossref","unstructured":"Ben-Naim S., Laslo-Roth R., Einav M., Biran H., Margalit M. (2017). Academic self-efficacy, sense of coherence, hope and tiredness among college students with learning disabilities. European Journal of Special Needs Education, 32(1), 18\u201334. https:\/\/doi.org\/10.1080\/08856257.2016.1254973","DOI":"10.1080\/08856257.2016.1254973"},{"key":"bibr4-0829573521998954","doi-asserted-by":"crossref","unstructured":"Blackwell L. S., Trzesniewski K. H., Dweck C. S. (2007). 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