Carol Dweck's Mindset

In the article, “The Secret to Raising Smart Kids” by Carol S. Dweck, he states, “The students held hard work in high regard, believing that the more you labored at something, the better you would become at it” (23). What he means by this is that there are students who don’t try in academics or are naturally smart but just lose interest in school. The quote means that students who keep a goal in their mind, the better you will get at it. Dweck also states that “As we had predicted, the students with a growth mindset felt that learning was more important” (23). Again, the quote basically says that students who have a clear mindset on what goal they would like to accomplish, nothing would keep them from learning. Any student can be successful in their own ways, it's just about how they want their mindsets to be. If they have a growth mindset they can accomplish anything if they put themselves to

In the book Mindset: The New Psychology of Success by Dr. Carol Dweck, what makes people different – the different types of mindsets – is explored. Dr. Dweck states that there are two types of mindsets: fixed and growth. In the fixed mindset, individuals believe that life deals them a set of cards and they do what they can with what they were given. For example, if people with the fixed mindset receive a poor grade on a test, they are convinced there is nothing that can be done about it. They accept that they are not smart enough; they are a failure. On the other hand, an individual with the growth mindset would wonder what they could do to improve next time. They would pay more attention to the lesson, or go to the teacher for help. People with the growth mindset believe in stretching themselves, as their full potential is unknown. Unlike the fixed mindset, growth mindset individuals believe human characteristics are fluid: one can always become more intelligent, or develop more skills. Whichever mindset a person has, the important message is that one’s mindset can change.

Carol S. Dweck, a psychologist, filmed one of her lectures in 2012 called “The Power of Believing.” In this video, she points out potential flaws in the education system. She points out that one of the reasons kids fail in school is mainly based on what mindset is put in a child’s mind during early education. Throughout the video, Dweck discussed two types of mindsets that people categorize into —fixed mindset and growth mindset.

One of the most basic beliefs we carry about ourselves, Dweck found in her research, has to do with how we view and inhabit what we consider to be our personality. A “fixed mindset” is that we assumes that our intelligence, character, and creativity are static traits givens which we can’t change in any way, and success is the allegation of that inborn intelligence, an estimate of how those givens measure up against an equally fixed standard; aiming for prosperity and dodging failure becomes a way of claiming the sense of being smart or skilled. A “growth mindset,” on the other hand, emphasis on challenge and sees failure as evidence of unintelligence but as a positive bounce

Student who have growth mindsets are willing to go above and beyond and know that they will achieve as long as they work hard. A fixed mindset student thinks they don’t need to work hard because they are smart and good at it. Teacher, parents, and coaches have a great effect on what types of attitudes students will have. Adults need express themselves in a way that focuses on the students’ effort. Teachers can say, oh I am sorry you didn’t learn anything. Lets try something that will help you learn. For example, my cheerleading coach was the only person I knew to have a growth mindset. She would say things like, the other team must have put in more time, but we will have to work harder next time. She was so motivating, I respected her and never wanted to let the team down. I want my students to develop a growth mindset because it will make them go further in life. Having a growth mindset will allow students to achieve their goals and overall be a better

Moreover, Carol S Dweck and her team set out to determine the implications of growth mindset vs fixed mindset individuals. After typifying each student and determining their role in the group, her article “The Secret to Raising Smart Kids” had proposed, “How can the education system implement and teach growth-mindset tactics to teachers, parents and students as a means of increasing student success?” Teaching students that intelligence is malleable is the next step in helping children understand their full potential. To address this point, David Paunesku, Stanford behavioral scientist, created an online method of conducting controlled, randomized experiments. His team enlisted 1,594 students from 13 US high schools, 2% of which were under-performing. The students were divided into two groups, one of which watched a video on

In the book, it describes a growth mindset as belief that effort and hard work will develop abilities and intelligence (Sellers, Dochen, & Hodges, 2015, p. 148). I know have a growth mindset in the sense that I don’t give up on assignments, don’t procrastinate, and I’m more confident when im taking test or doing projects. By changing my mentality, I am less stressed and more positive about my school

The fixed mindset limits a person to grow to the fullest potential. In the face of challenge, the tendency of a fixed mindset is avoidance rather than risk failure; when meeting an obstacle the response is to give up; effort is seen as useless as this does not change anything. Advocates of the fixed mindset believes that intelligence is measurable as shown in standardized tests given for students and employment applicants. The text fixes abilities and potential at a certain percentage score.

Have you ever wondered why we as students sometimes tend to give up with our education or why we choose to stop putting in effort into a certain subject. According to a research done by Carol S. Dweck there are two different types of mindsets which are fixed mindset and a growth mindset. Both have different psychological effects on a person. Having a fixed mindset is believing that your talents are natural if you’re smart you’re smart and if you’re dumb you’re dumb nothing can change that. A person with a growth mindset is someone who believes hard work and effort is what helps them achieve their goals.

Intelligence is not determined at birth, instead students can continue or delay brain development with their mindsets and health. Students with a fixed mindset are known to lack motivation to improve and puts little to no effort into their work. The qualities of a fixed mindset include giving up easily, seeing efforts as fruitless and ignoring useful feedback(Knapp). This can negatively impacts brain growth because it hinders the student from trying to achieve more. In contrast, a student with a growth mindset seeks to master skills and has the determination to keep moving forward. Someone with a growth mindset believes that intelligence can be developed, persists in the face of setbacks and embraces challenges which results in reaching ever

However, Mercer and Ryan (2010) present a positive perspective for those who have fixed mindsets. The researchers examined the psychological build of mindsets in respect to foreign language. The results concluded that although some individuals were categorized in the fixed mindset, they still managed to inhabit growth mindsets. One of the participants noted that in some areas of learning they felt competent and would consider this area a talent, but in others areas they felt a struggle and would be in a fixed mindset that they will not become better. Mercer and Ryan (2010) suggest that whether an individual displays majority of a fixed or growth mindset, they will evidently fall somewhere in between both. Although an individual may predominantly display fixed mindset qualities, this study has shown that it is possible to still have a growth mindset perspective. Thus, if students are able to integrate some of the growth mindset qualities, it may improve their abilities to learn effectively. It is clear to see that although there are advantages to a fixed mindset, the view of having a growth mindset is much greater. Thus, this research paper will now explore the negative practice of a fixed

My journey to my education started a long ago. It all started in the first grade when I had a setback and struggled in trying to learn how to read. The setback aspired me to work hard to achieve my goal in learning how to read. I knew that I had a growth mindset because according to Dweck “Those with a growth mindset reported that, after a setback in school, they would simply study more or study differently next time” (Dweck2). In other words, Dweck believes that those with a growth mindset want to learn and don’t want to give up.

Hong, et al. (1999) found that local students entering a university in Hong Kong, who held a growth mindset, were more likely to take a remedial course in English than students who held a fixed mindset. Both groups of students would have benefited from taking the remedial course, however the students with fixed mindsets were less likely to sign up. This demonstrates the power of intelligence mindsets over students’ willingness to seek aid that could help their academic success. Another study found that college math students with growth mindsets were more likely to seek help throughout the semester. In the same study, college math students with fixed mindsets were less likely to seek help and earned lower grades over all (Shively & Ryan, 2013). There is also a link between students’ mindsets and academic emotions. King, McInerey, and Natkins (2012) found that secondary school students with fixed mindsets had a positive relationship to negative emotions (anger, anxiety, shame, hopelessness) towards school, and exhibited almost no positive emotions toward school. It seems that holding a fixed mindset can be detrimental to your overall emotions towards school, as well as your level of determination. Other research has looked at the overall effect of implementing

Mindsets are beliefs which people hold on their most basic abilities and qualities. In the growth mindset, individuals believe that they can develop their talents, brain, and skills. This creates an environment for learning, resilience and a drive for growth. On the other hand, people believe in a fixed mindset that primary qualities like abilities and intelligence are fixed and cannot be developed. It also believes that talents create success alone, and it does not take effort as the strategy needed to maximize one’s potential rather than a sign of weakness. For example, transforming motivation

On the other hand, people with growth mindset believe that intelligence is something that you get with effort, practice and dedication. They believe that the can