Every so often a truly groundbreaking idea comes along. This is one. Mindset explains:
Why brains and talent don’t bring success
How they can stand in the way of it
Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them
How teaching a simple idea about the brain raises grades and productivity
What all great CEOs, parents, teachers, athletes know
Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference.
In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.
In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.
Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships. When you read Mindset, you’ll see how.
Countries around the world have struggled to implement education policies and practices to encourage more female youths to pursue Science, Technology, Engineering, and Mathematics (STEM). This has resulted in a persistent and sizeable gender gap in science and mathematics subjects in some countries. Using mixed-methods sequential explanatory design, this paper explores an educational intervention—specifically, a 3-day design thinking workshop—in Japan, designed to change female youths’ perceptio...
Abstract The aim of this study was two-fold: (i) to compare passion, grit and mindset between sexes; and (ii) to analyze the relationships between passion, grit and mindset. Fifty-eight men (age: 20.10 ± 2.70 years old) and forty-eight women (age: 19.27 ± 4.10 years old) sports sciences undergraduate students voluntarily participated in this study. A cross-sectional survey design was followed. The passion scale, grit scale and mindset scale were provided to participants. Comparisons in the passi...
#1Nigel Bosch(UIUC: University of Illinois at Urbana–Champaign)H-Index: 16
Abstract Growth mindset interventions foster students’ beliefs that their abilities can grow through effort and appropriate strategies. However, not every student benefits from such interventions – yet research identifying which student factors support growth mindset interventions is sparse. In this study, we utilized machine learning methods to predict growth mindset effectiveness in a nationwide experiment in the U.S. with over 10,000 students. These methods enable analysis of arbitrarily-comp...
Abstract We tested the effectiveness of the intervention program designed to enhance children's math motivation by simultaneously strengthening their growth mindsets and weakening their gender stereotypes. Both the intervention and control programs consisted of six bi-weekly 40-min sessions that were evenly distributed over three months and administered during regular school hours. Repeated measures analyses of variance with group (between-subject factor: intervention vs. control) and time (with...
Last. Bryce S. Dueck(U of A: University of Alberta)H-Index: 1
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Background Previous research has shown that pre-service teachers have low responsibility for student motivation and feel underprepared to deal with motivational issues. As an extension, researchers have designed interventions to shift teachers' beliefs about motivation or equip them with approaches to instruction, but never both. Aims Following best practices for motivation interventions, we created a one-session online intervention and tested its efficacy to shift pre-service teachers' self-rep...
We discuss whole-child development, learning, and thriving through a dynamic systems theory lens that focuses on the United States and includes an analysis of historical challenges in the American public education system, including inequitable resources, opportunities, and outcomes. To transform US education systems, developmental and learning scientists, educators, policymakers, parents, and communities must apply the knowledge they have today to 1. challenge the assumptions and goals that drov...
In this case study, we use organizational development and change theory to look at how the University of Oklahoma (OU) has attended to the mathematical pathway leading to STEM fields. Using multipl...
As calculus instruction moves further from lecture-based instruction toward student-centered pedagogy, support services must align with the changing goals for the course. This paper describes the w...