Growth Mindset

What is a “Mindset” A way of looking at the world A bunch of beliefs that hang together

A Ready Reckoner Think to yourself: Which of the following sentences do you agree with? Which do you disagree with? “Your intelligence is something very basic about you that you can’t change very much” You can learn new things, but you can’t really change how intelligent you are.” “No matter how much intelligence you have, you can always change it quite a bit.” “You can always substantially change how intelligent you are” … Now spend 2 minutes discussing these with the others at your table, to see what they think. Do you all agree? What causes the differences of opinion, if any?

Imagine Jen Jen is a normal child One day, Jen tells you that she’s doing well in math She does all the sums correctly The other children don’t seem to do the work as easily She finishes much before them and has more time to play What would you say to Jen?

Praising Jen Some people would say, “Wow, Jen, you’re really good at maths! You must be very smart!” Others might say… what?

“Fixed” vs. “Growth” Mindset Intelligence is fixed for all time “Your intelligence is something very basic about you that you can’t change very much” “You can learn new things, but you can’t really change how intelligent you are.” Intelligence can grow over time (with effort) “No matter how much intelligence you have, you can always change it quite a bit.” “You can always substantially change how intelligent you are”

Self-Theories of Intelligence Dweck, 1999 Fixed Mindset Growth Mindset Intelligence is fixed Trait largely determined by nature Intelligence is malleable Quality that can be increased through nurture Desire similar outcome achieving good scores, doing “well” Different motivation for pursuing this outcome Learning goals seeking to develop ability Performance goals seeking to validate ability as good relative to others “When I take a course in school, it is very important for me to validate that I am smarter than other students.” “In school I am always seeking opportunities to develop new skills and acquire new knowledge.”

Why does it matter? Because these mindsets influence how we respond to failure Fixed Mindset Growth Mindset Inference “I did badly because I’m not smart enough” “I did badly because I did not try hard enough” Emotional reaction Depression, withdrawal Feeling of energy, maybe even anger at self Behavioral reaction Seek out easier tasks to regain self-esteem Persist at difficult tasks to attain mastery My research: These mindsets also influence how we respond to success Fixed Mindset Growth Mindset Inference “I did well because I’m smart(-er than others)” “I did well because I tried really hard.” Emotional reaction “Hubristic pride” – based on who I am “Authentic pride” – derived from what I did Social implication “Get ahead” at the expense of others “Get along” with others

Pros of “Growth” and cons of “Fixed” People who have a growth mindset: Can focus on the idea that everyone, with effort and guidance, can increase their intellectual abilities Less concerned with looking smart than with learning something new Even if they have low confidence in their intelligence, they can throw themselves whole-heartedly into difficult tasks – and stick with them In contrast (fixed mindset): We encourage vulnerabilities in our students when we try to boost their self-esteem in the wrong way Giving them easy successes and praising their intelligence does not encourage a resilient, can-do mentality It fosters an over-concern for looking smart, a distaste for challenge and a decreased ability to cope with setbacks

Pitfalls: Creating an Fixed-Mindset Environment Extolling the “genius” of famous scientists and mathematicians. Valuing quick, effortless solutions. De-emphasizing the hard work that underlies scientific discovery. Creating a culture of talent. “Oh wow, you’re so smart!”

Developing a Growth Mindset in Your Children Communicate right! Don’t say “You have permanent traits and I’m judging them”. Instead, say, “You’re a developing person and I’m interested in your development.” Always praise effort. Focus not on outcomes, but on processes – their strategies, choices, and persistence. Give them goals they can work towards. Don’t set goals that are already achievable. Praise progress. Encourage comparisons with their past standards. Discourage comparisons with other children. Make them not scared of failure!

“You must learn to fail intelligently “You must learn to fail intelligently. Failing is one of the greatest arts in the world. One fails forward to success.” -- Thomas Alva Edison (inventor of the phonograph, light bulb, motion pictures… and a thousand other patents.)