Mindsets Created by Betsey Kennedy University of West Georgia Lifespan Human Development 8102 Growth vs Fixed Mindsets Growth Mindset Incremental Theory Believe that ability is mutable Success is the result of effort ID: 537547
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Slide1
Children’s
Mindsets
Created by Betsey Kennedy
University of West Georgia
Lifespan Human Development, 8102Slide2
Growth vs. Fixed Mindsets
Growth Mindset (Incremental Theory)Believe that ability is mutableSuccess is the result of effort Fixed Mindset (Entity Theory)Believe that ability is set and
unchangeable
Accomplishments are related to
natural ability rather than effort or practice
Jacobson, M.D. (1999, April).
I feel like I’m the dumbest in the class: Effort, persistence, and achievement
motivation in the classroom
. Paper presented at the meeting of the American Educational Research Association, Montreal.
Santrock, J. W. (2008).
Essentials of life-span development
. Boston, MA: McGraw-Hill Higher Education.Slide3
Characteristics of Students with a Growth Mindset
Understand that even people with high levels of intelligence must put effort into their workWelcome challenges and stick to difficult tasksFind inspiration in the success of othersReach higher levels of achievement
Dweck, C. (2007). The perils and promises of praise.
Educational Leadership
,
65
(2), 34-39. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&hid=6&sid=4c0a8aa2-861c-482d- b223-1098ea72d9d5%40sessionmgr12Slide4
Characteristics of Students with a Fixed Mindset
Seek tasks that prove their intelligence and avoid tasks that do notLittle desire to learnIntense interest in how they will be judgedBelieve that effort is not necessary if you have natural ability
Dweck, C. (2007). The perils and promises of praise.
Educational Leadership
,
65
(2), 34-39. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&hid=6&sid=4c0a8aa2-861c-482d- b223-1098ea72d9d5%40sessionmgr12Slide5
Problems Caused by a
Fixed MindsetLikely to decrease effort when faced with a challengeAcademic achievement decreases over timeExperience less fulfillment from learningMore likely to cheat
Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement
across an adolescent transition: A longitudinal study and an intervention.
Child Development
,
78(1), 246-263. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&hid=
9&sid=3805fb9b-c998-445f-8a5e-476c4db8b13a%40sessionmgr13 Slide6
Occurrence of Fixed vs. Growth Mindsets
40% of students exhibit fixed mindset40% of students exhibit growth mindset20% have mixed mindsetAtwood, J. R. (April, 2010). Mindset, motivation and metaphor in school and sport: Bifurcated
beliefs and behavior in two different achievement domains
. Paper presented at the meeting of the American Education Research Association, Denver, CO.Slide7
Domain-Specific Mindsets
Mindsets are domain-specificPeople believe that some traits are malleable while others are fixedStudents are more likely to have a growth mindset in relation to athletic ability than academic performanceAtwood, J. R. (April, 2010).
Mindset, motivation and metaphor in school and sport: Bifurcated
beliefs and behavior in two different achievement domains
. Paper presented at the meeting of the American Education Research Association, Denver, CO.Slide8
Where does IQ fit in?
Intelligence develops over time as a result of experienceAlfred Binet original developer of intelligence testingcompared students who were academically successful against those who were not so that schools could better serve disadvantaged childrenexhibited a growth mindset
Dweck, C. (2007). The perils and promises of praise.
Educational Leadership
,
65(2), 34-39. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&hid =6&sid=4c0a8aa2-861c-482d-b223-1098ea72d9d5%40sessionmgr12
Dyer, H. (1969). Issues in Testing. Retrieved from http://www.eric.ed.gov/PDFS/ED053164.pdf Slide9
Implications for Teachers
Believe in a growth mindset yourselfMaintain high standards for all students and provide support to help students reach those expectationsGive praise for effort rather than intelligence
Dweck, C. S. (2006).
Mindset: The new psychology of success
. New York: Random House Publishing Group.Slide10
More Implications for Teachers
Create an atmosphere that encourages risk-takingHelp students to think of learning as an athletic activity, imagine their brain as a muscle that can be strengthened
Atwood, J. R. (April, 2010).
Mindset, motivation and metaphor in school and sport: Bifurcated beliefs and behavior in two different achievement domains
. Paper presented at the meeting of the American Education Research Association, Denver, CO.Slide11
Implications for Parents
Listen to your children’s comments about school to determine whether they have a fixed or growth mindsetPraise children for their process and effort rather than their grades
Dweck, C. S. (2006).
Mindset: The new psychology of success
. New York: Random House Publishing Group.Slide12
References
Atwood, J. R. (April, 2010). Mindset, motivation and metaphor in school and sport: Bifurcated beliefs and behavior in two different achievement domains. Paper presented at the meeting of the American Education Research Association, Denver, CO. Retrieved from http://www.eric.ed.gov/PDFS/ED509344.pdf Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention.
Child Development
,
78(1), 246-263. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&hid=9&sid=3805fb9b-c998-445f-8a5e-476c4db8b13a%40
sessionmgr13 Dweck, C. S. (2006). Mindset: The new psychology of success
. New York: Random House Publishing Group.
Dweck, C. (2007). The perils and promises of praise.
Educational Leadership
,
65
(2), 34-39. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&hid=6&sid=4c0a8aa2-861c-482d-b223-1098ea72d9d5%40sessionmgr12
Dyer, H. (1969).
Issues in Testing
. Retrieved from
http://www.eric.ed.gov/PDFS/ED053164.pdf
Jacobson, M.D. (1999, April).
I feel like I’m the dumbest in the class: Effort, persistence, and achievement motivation in the classroom
. Paper presented at the meeting of the American Educational Research Association, Montreal. Retrieved from
http://www.eric.ed.gov/PDFS/ED437415.pdf
Santrock, J. W. (2008).
Essentials of life-span development
. Boston, MA: McGraw-Hill Higher Education.