Introduction
Most students enter a classroom with one of two distinct conceptions of their intellectual ability. What causes some students walk in able to overcome failure, while others quit when challenged? What enables a student to fail an exam, learn from their mistakes and do better the next time? Research reveals that there is much more to academic success than intellectual talent. Some students feel that their intelligence is fixed, and that there is nothing able to change how they learn. Students who adopt a fixed theory of intelligence usually believe that either they “have it” or they “don’t have it.” On the other hand, some students feel that their intelligence is malleable, or can grow through their own efforts to learn (Blackwell …show more content…
Those with a growth mindset rebound from challenging opportunities better than those with fixed. Scientific research proved that fixed and growth mindset theorists differ in how they evaluate performance-relevant information and attend to learning-relevant information. Fixed mindset theorists may have viewed negative feedback as a threat to self-perceptions about ability, rather than as a challenge to improve, whereas growth mindset use their failures to improve their abilities. The main purpose of one study was to test whether an incremental theory could affect IQ test performance in adolescents with Generalized Anxiety Disorder (GAD). If a task is presented in a way that focuses the possibility of self-improvement, then they report less anxiety and better performance. A growth mindset approach was found to be a useful cognitive strategy for students with school related anxiety disorders (Mangels et al., …show more content…
It is critical for educators to understand how to support growth mindset and build confidence to make sure that all students have the opportunity to reach their full capability. Even with extensive research around growth mindset, a question that is not answered is if explicitly teaching brain elasticity to student will increase their own self-confidence when facing academic challenges and increase self regulated perseverance. More research is needed to understand the dynamic, interdependent relationship between growth mindset and confidence. In addition, more research is needed to identify what pedagogical approaches effectively foster confidence around growth mindset and, as well as the skills that reinforce
Most students enter a classroom with one of two distinct conceptions of their intellectual ability. What causes some students walk in able to overcome failure, while others quit when challenged? What enables a student to fail an exam, learn from their mistakes and do better the next time? Research reveals that there is much more to academic success than intellectual talent. Some students feel that their intelligence is fixed, and that there is nothing able to change how they learn. Students who adopt a fixed theory of intelligence usually believe that either they “have it” or they “don’t have it.” On the other hand, some students feel that their intelligence is malleable, or can grow through their own efforts to learn (Blackwell …show more content…
Those with a growth mindset rebound from challenging opportunities better than those with fixed. Scientific research proved that fixed and growth mindset theorists differ in how they evaluate performance-relevant information and attend to learning-relevant information. Fixed mindset theorists may have viewed negative feedback as a threat to self-perceptions about ability, rather than as a challenge to improve, whereas growth mindset use their failures to improve their abilities. The main purpose of one study was to test whether an incremental theory could affect IQ test performance in adolescents with Generalized Anxiety Disorder (GAD). If a task is presented in a way that focuses the possibility of self-improvement, then they report less anxiety and better performance. A growth mindset approach was found to be a useful cognitive strategy for students with school related anxiety disorders (Mangels et al., …show more content…
It is critical for educators to understand how to support growth mindset and build confidence to make sure that all students have the opportunity to reach their full capability. Even with extensive research around growth mindset, a question that is not answered is if explicitly teaching brain elasticity to student will increase their own self-confidence when facing academic challenges and increase self regulated perseverance. More research is needed to understand the dynamic, interdependent relationship between growth mindset and confidence. In addition, more research is needed to identify what pedagogical approaches effectively foster confidence around growth mindset and, as well as the skills that reinforce