Mindset and beliefs about success
If a student has a fixed mindset and believes she is successful because she is smart there is no inherent reason for her to strive to find more challenging activities. The student may become smug and too comfortable about her ability to succeed. She may believe any of the following:
A student with a growth mindset may make the following interpretations of success.
- I should be able to figure out every problem I encounter because I am smart.
- Since I am smart I know answers are right, so I really don't need to double-check my work.
- Other kids will not have ideas as good as mine because they are not smart as I am.
- I should always be the leader since everyone knows I'm smart.
A student with a growth mindset may make the following interpretations of success.
- Good, I have acquired the skills. Now how can I use those skills to do even better?
- I worked hard and I did it. I can accomplish a lot when I use good strategies and put in the work.
- I hope the next task I get is challenging. The more I use my brain the stronger it gets.
- OK. I am ready for the next level of challenge now.
- That strategy I used for this task worked really well. I will have to remember it and see how I can use it again, even if I have to adapt it a little.
Supporting a growth mindset interpretation of success
To encourage a growth mindset, provide supportive comments or ask the following questions when your child is successful:
- What new skill(s) did you develop by succeeding at this task?
- Tell me about the effort you put into being successful.
- What obstacles did you have to overcome?
- What do you know now that you did not know before you did this work?
- Using what you just learned, what new skill (or knowledge or understanding) do you think you will learn next?
- What did you learn from doing this task that can help you be successful at your next task?
The Kids' Take: Believing you are great and a fixed mindset
In this interview, Cameron clearly explains to Jenna that when she believed her writing success sprang from her natural talent it resulted in lower performance as the work got tougher. She discusses how she has to change from fixed mindset to growth mindset thinking in order to succeed as the work becomes more challenging. |
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References
Dweck, Carol S. (2008) Mindset: The new psychology of success. Ballantine Books, NY.
Lightsey, Richard. (1999). Albert Bandura and the Exercise of Self-Efficacy. Journal of Cognitive Psychotherapy. 13:2 pp 158-166.
Usher, Ellen L., Pajares, Frank. (2008). Sources of Self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research. 78:4 pp 751-796.
Lightsey, Richard. (1999). Albert Bandura and the Exercise of Self-Efficacy. Journal of Cognitive Psychotherapy. 13:2 pp 158-166.
Usher, Ellen L., Pajares, Frank. (2008). Sources of Self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research. 78:4 pp 751-796.