Summary:
Carol Dweck introduced the concepts of fixed mindset and growth mindset to explain the ways in which people perceive their abilities, particularly when it comes to learning and intelligence. Those with a growth mindset believe that their abilities and intelligence can improve over time through dedication, effort, and persistence. They understand that challenges and setbacks are part of the learning process, and they view effort as a pathway to progress and success. This belief encourages them to invest more time and energy in their goals, ultimately leading to higher achievement. On the other hand, individuals with a fixed mindset tend to believe that intelligence is something static, an inherent trait that cannot be changed. They may feel that no matter how much effort they put in, they will never be able to improve. As a result, they may avoid challenges, give up more easily when faced with obstacles, and feel discouraged by failure, which can limit their growth and potential.
Our mindset can be shaped by external influences, such as the messages we receive from teachers, parents, peers, or society. For example, if we are praised primarily for innate talent rather than effort or improvement, we might develop a fixed mindset. However, mindsets are not solely determined by others; we can also work on cultivating them ourselves. By focusing on the belief that abilities can be developed through effort and perseverance, we can shift towards a growth mindset. This shift can significantly influence our motivation, resilience, and overall success in both educational and professional settings. A growth mindset fosters a more adaptive and proactive approach to challenges, helping individuals persist through difficulties and embrace opportunities for learning and development, which can lead to greater success in school and in the workplace.
An Application:
In education, the application of growth mindset can be transformative for both students and teachers. One of the key ways to implement growth mindset in the classroom is by shifting the focus from innate ability to effort and improvement. For example, instead of praising students for being "smart," educators can emphasize the importance of hard work, perseverance, and strategies for learning. This could involve praising a student for the effort they put into a difficult task, their persistence in solving a challenging problem, or their progress over time, rather than solely rewarding their final performance or natural talent.
Teachers can also foster a growth mindset by encouraging students to embrace mistakes as a part of the learning process, rather than seeing them as failures. This can be done by framing mistakes as opportunities for growth, where students learn more from their errors than from their successes. For instance, after a student makes a mistake on a test, a teacher could guide them in reviewing what went wrong and how to approach similar problems differently in the future. This approach helps students develop resilience and a deeper understanding of the subject matter, knowing that they are not defined by a single failure but can continue to improve with effort.
Additionally, incorporating activities that require effort and persistence, such as project-based learning or tasks that require trial and error, can also reinforce a growth mindset. When students engage in these types of learning experiences, they are more likely to understand that progress is a process, not an immediate result. Teachers can further support this mindset by setting high, yet achievable expectations and providing constructive feedback that focuses on strategies for improvement rather than simply pointing out mistakes.
By embedding the principles of growth mindset into classroom practices, educators can help students develop a more positive and proactive approach to their learning. Students who embrace the idea that their intelligence and abilities can grow through effort are more likely to take on challenges, persist through difficulties, and ultimately achieve higher levels of success.
Can you think of a time where the power of 'positive thinking' has made a difference to you perseverence towards a goal?
Key References
Dweck, C. S. (1999). Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia, PA: Psychology Press.
This book by Carol Dweck introduces the a concept of mindset, including the impact of growth mindset on learning and achievement. It offers insights into how educators, parents, and students can cultivate a growth mindset to foster resilience and motivation.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence and achievement across the school years: A longitudinal study. Child Development, 78(1), 246-263.
This study explores how students' beliefs about intelligence affect their academic performance over time. It shows the connection between growth mindset and improved academic achievement, highlighting the long-term benefits of fostering a growth mindset in students.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
This paper discusses how mindsets influence students' ability to cope with setbacks and challenges. It emphasizes the role of a growth mindset in fostering resilience, perseverance, and a positive attitude toward learning, which is especially important in educational settings.
