Carol Dweck's The Power Of Believing That You Can Improve

Dweck’s ‘The Growth Mindset’ postulates that if a student’s intelligence is something that can be improved thru hard work and being challenged, he (she) will only get smarter. And too, she proposes adopting new strategies to learning if effort and challenges fail to work. In Wes Moore’s book The Other Wes Moore, Wes Moore (the Rhodes

Sophomore year instead of trying out for the team, the night before I walked up to my dad and said I don’t want to play basketball anymore. Just like that I had given up and quit on something that I could’ve just put a little work into and would’ve been great. A fixed mindset has a serious impediment on a student's learning. Students who don't apply themselves to their school work won't be able to adapt to school as it increasingly becomes more difficult. Throughout my life, I’ve had both fixed and growth mindset, but after reading Dweck’s Mindset, I have learned about how I can apply the growth mindset into my life and improve myself all around. My mindset is all about how much I want to apply myself. If I put my all into everything, I can do nothing but grow into an astonishing human being. Applying the growth mindset into relationships by being more forbearing with people. Being open to different business strategies and merging ideas together or to simply have faith in yourself when things go wrong. Mindset is all about how much you want something and if you put your all into something success will

In regards to learning, students with the mentality have a theory that everyone was born with a certain IQ; smart folks were naturally born smart, and the imbecile ones were forever imbecile. In fact, students who possess a fixed mindset would falsely believe that they are not smart enough to complete difficult tasks, or to fulfill class's expectation (Dweck 1). This creates anxiety whenever students encounter academic tasks. Eventually, being fearful leads to failure in achieving one's mission. Dweck further asserts “This means that every time something is hard for them and requires effort, it's both a threat and a bind. If they work hard at it that means that they aren't good at it, but if they don't work hard they won't do well.” (Dweck 2). She points out that a fixed-minded person would think that if one is smart enough, then one would not have to go through any hardships, and that seeing a task as being difficult meaning one lacks the capability to achieve it. In broader sense, this trait generates a negative-thinking mentality and hence discourages students to exploit their academic potential. Fixed mindset, therefore, is not a trait that students would want to develop. What Dweck is trying to promote, in the article, is encouraging students to steer their ways of thinking to that of growth mindset

Quotes like this, explaining the mentality of those with the growth mindset, abet people with the fixed mindset to slowly (or quickly) transition from their current mentality to the other. But, Dweck does say that it is difficult to go from one mindset to the other, and that the book isn’t forcing people into the growth mindset, or saying that the fixed mindset can never lead to success. She is just highly recommending the growth mindset and the outcomes that it brings.

Carol S. Dweck, a professor of psychology, in her article, “Even Geniuses Work Hard,” focuses on, describing how to develop a “growth mindset” for academic learning. Dweck implies that “students with a growth mindset [view] challenging work as an opportunity to learn and grow” (16). She also reports having that has “seen students with a growth mindset meet difficult problems, ones [in fact] they could not solve yet” (16) with optimism and excitement. According to Dweck, having “meaningful work [can] promote learning in the immediate situation” (18). Students with growth mindsets have “a love of learning, and [are resilient] in the face of obstacles” (18). Dweck makes the point that doing homework is an important way to support learning, it

Basically, individuals with a fixed mindset often feel measured by a failure, sometimes permanently. Unfortunately, failed attempts are viewed as a label rather than an opportunity to plan a new path of succes. On the other hand, an individual with a growth mindset views a failed attempt as an opportunity to take action, to confront obstacles, to keep up with their schoolwork, and/or to better manage and organize their time. Growth mindset individuals believe that qualities can be developed, expanded, and eventually result in a successful outcome. A second lesson learned is the power of labels and the stereotype of ability; this lesson is undoubtedly one of the most enlightening. Dweck discovered in one of her studies that, “... ability praise often pushed students right into a fixed mindset, and they showed all the signs of it too. When we gave them a choice, they rejected a challenging new task that they could learn from. They didn’t want to do anything that could expose their flaws and call into question their talent” (72). One’s mindset determines their reaction to labels and stereotypes. An individual with a fixed mindset will settle for a positive label and chose stagnation and permanent inferiority rather than risk losing the label; whereas,

When it comes to the topic of having a growth mindset, most of us will readily agree that students who are praised are motivated to learn. Where this agreement usually ends, however, is on the question of how they are praised. Whereas some are convinced that praising students for their intelligence will motivate them to learn, others maintain that encouraging them for their efforts has a better impact on their motivation.

No one is born knowing how to do everything but we can all be taught. Sometimes, there are circumstances in life where factors out of our control can change who we are. Every challenge we face has the ability to teach us a variety of lessons; we just have to be willing to

Dweck believes that someone who possesses a “growth mindset” is almost the polar opposite of someone who has a “fixed mindset.” A person with a growth mindset is able to think positively and see the silver lining of an unfavorable situation. They are able to improve from their mistakes, and always finds a way to become better at different aspects of life. Growth mindsets come with an open mind, making these people extremely versatile in any circumstance. In addition, their mindsets increase in complexity through maturity. They believe that as long as anyone puts in the effort, they have the potential to succeed.

life” (Dweck 6). Dweck explores the how the fixed mindset can hinder a person’s learning capability, while also exploring how converting to a growth mindset can help an individual’s intellect blossom. Carol Dweck’s backing of both scientific studies and personal experiences genuinely support her main focus

Students with a “fixed” mindset believe that they are born with a specific set of talent and they are limited by those talents. They will fell that they reached their expected ability, consequently stop trying. If the student has a “growth mindset”, they believe that if a concept is challenging, it will provide them an opportunity to learn a new concept. They also believe that there are no restrictions due to inherited ability.

In the article “Carol Dweck Revisits the ‘Growth Mindset’,” Carol Dweck refines her definition of growth mindset, and she explains that since many have confused the concept, it is important to clarify the idea of growth mindset before people claim that they have one. Dweck explains that, although effort is an important factor for having a growth mindset, it is just as, if not more, important to ask others for help, to test out different strategies, and to ask what needs to be done in order to succeed the next time. Instead of claiming to possess a growth mindset just because it sounds better than possessing a fixed mindset, one should accept the mindset that they actually have. This will only help to develop a growth mindset, which is

In “The Secret to Raising Smart Kids” the author Carol Dweck says “Our society worships talent” (10). This is followed by the statements of one of the central beliefs of the article that there are two different kinds of learners. These two types are said to be those with a fixed mind-set and those with a growth mind-set. Throughout the article many examples are used by the author of studies and or experiments on student with fixed and growth mind sets.

Unfortunately, there are misconceptions in the area of growth mindset and some educators do not fully understand how to foster this mindset (Briceño, 2015). When those new to the framework of growth mindset begin to praise children solely on their hard work, rather than guiding them on a new path or strategy, it often fosters a fixed mindset. It is imperative to understand the technique for fostering a growth mindset in order to avoid oversimplifying praise and mistakes (Briceño,

Throughout my life, I have learned a few significant life lessons that have stemmed from my father. With good reason, he has taught me to cherish every moment with my loved ones, never take my health for granted, and to love every minute of life. As in the video, The Power of Believing that you can Improve by Carol Dweck, it is emphasized that everyone has either a growth or fixed mindset. Relating to life, people may have a fixed mindset where they feel as though their life is not changeable, whereas, someone with a growth mindset can determine ways to change their life to better fulfill their desires. Dweck expresses, “For twenty years, my research has shown that the view you adapt for yourself profoundly affects the way you lead your life.”