Dweck's Theory of Mindset

9 Key excerpts on "Dweck's Theory of Mindset"

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  Neoliberal Selfhood

  • Stephen Vassallo(Author)
  • 2020(Publication Date)
  • Cambridge University Press

    (Publisher)

  In this conceptualization, mindset is likened to 18 Growth Mindset: Normalization of Perpetual Improvement a cognitive disposition. From this perspective, similarities across contexts can invite task evaluations, plans, procedures, and reflections that bear resem- blances. The sum total of cognitive and behavioral schema as observed in relation to tasks across events signifies a mindset. French notes that each phase can involve distinct cognitive tendencies, but all together reflects a particular mindset, which he points out was not classi fied into different types. There is a clear departure from how mindset is deployed in the positive psychology literature of Carol Dweck and others (French, 2016). Those operating from within this field use this notion to capture a set of personal beliefs about the nature and malleability of abilities, intelligence, and talents. From this perspective, mindset captures beliefs that guide the interpretation of oneself, goals, action, and persistence across different tasks. In the positive psychology discourse, belief is something that organ- izes the world and gives meaning to experience (Dweck, 2006). In this conceptualization, the relationship to context is severed and belief is the mindset, which is treated as causally related to action and success. Furthermore, in the positive psychology discourse, mindset is categorized into two types, growth and fixed, leaving only two possible subject positions. A concept does not need to resemble its theoretical origins in order to be valid, useful, and acceptable. However, there are a number of philosoph- ical, conceptual, and pedagogical concerns with the use of the term mindset in positive psychology. For one, the grouping of persons into two categories is a problematic binary. If one believed that mindset was a natural feature of students that can objectively describe their psychology, are there only two possible subject positions? It is possible that some students have neither.

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  Leading in a Non-Linear World

  Building Wellbeing, Strategic and Innovation Mindsets for the Future

  • Jean Gomes(Author)
  • 2022(Publication Date)
  • Wiley

    (Publisher)

  Most influential in the recent popularity of the term has been Carol Dweck’s theory of fixed and growth mindsets in children. According to Dweck, a child with a fixed mind- set believes their abilities are permanent traits and can’t be changed. The belief, for example, that ‘I’m not good at maths’, leads to another thought that ‘working harder won’t pay off’. These beliefs shape behaviours, such as de-prioritising maths revision, and become a self-fulfilling prophecy when they fail or get poor grades – ‘see I was right, I’m no good at maths!’. A fixed mindset works the other way too. A child naturally good at maths thinking that their talent and inherent ability is a given may believe they don’t need to work any harder. Either way, a fixed mindset becomes a narrowing self-definition of an individual’s potential. A growth mindset is based on the belief that one’s talents and abilities can be developed over time through effort and persistence. Dweck observed children with this belief seeing maths problems that they couldn’t yet solve as a positive chal- lenge; their belief was ‘bring it on!’. In her laboratory, Dweck was able to demonstrate that simple interventions could help children build a growth mindset and positively impact on their performance. Children were taught about the brain’s capacity to change and how memory worked. Teachers were encouraged to use specific forms of appreciation to encourage and reinforce when children adopted growth mindset approaches. Evidence showed academic improvements and reduction in aggression and bullying. 5 WHAT IS MINDSET? The appeal of the growth mindset was such that it was readily adopted as a model in classrooms around the world. However, it soon became clear that it was not as simple as showing children a picture of the fixed and growth mindsets and encouraging them to adopt a new set of beliefs.

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  Psychology for Language Learning

  Insights from Research, Theory and Practice

  • S. Mercer, S. Ryan, M. Williams, S. Mercer, S. Ryan, M. Williams(Authors)
  • 2012(Publication Date)
  • Palgrave Macmillan

    (Publisher)

  In other words, an individual may simultaneously hold a strongly fixed mindset for something such as pronunciation, believing that excellent pronuncia- tion can only come to those with a ‘natural gift,’ while holding a growth mindset for another skill, such as writing. An additional caveat emerging from our initial studies concerns the cultural or contextual base of mindsets. Various psychologists have already drawn attention to the need for research to consider differing understandings of constructs and beliefs systems across cultural sys- tems (see Heine et al., 2001; Lockhart, Nakashima, Inagaki, & Keil, 2008; Norenzayan & Heine, 2005). Our own small-scale cross-cultural work has highlighted the need for research to be conducted in context- sensitive ways and this parallels findings from mainstream psychology, such as those of Murphy and Dweck (2010), who, in a study of mindsets within different organizational contexts, found that mindsets may exist and function even at an institutional level. Researching implicit theories Within mainstream psychology, most research investigating mindsets has been conducted using quantitative questionnaire instruments, such as Dweck’s Implicit Theories questionnaire (Dweck, 1999), or employ- ing various adaptations of this instrument (see Chen & Pajares, 2010). Such research instruments used in conjunction with statistical analy- sis can be useful in testing hypotheses and identifying broad patterns or trends. More recently, there has been some recognition that fixed- item questionnaires alone cannot provide a complete picture. There are notable examples of other innovative methods being used alongside questionnaires. In a study investigating implicit theories within orga- nizations, Murphy and Dweck (2010) employed a range of role-play and simulation activities to elicit data, and in work with younger learn- ers, Levy and Dweck (1999) created scenarios for interpretation using various stimulation materials.

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  A Mindset for Success

  In your classroom and school

  • Tony Swainston(Author)
  • 2017(Publication Date)
  • Crown House Publishing

    (Publisher)

  Part II

  What mindsets are all about

  Passage contains an image

  Chapter 2

  What do we mean by mindsets?

  What is fixed?

  A fundamental part of Carol Dweck’s work on mindsets concerns the beliefs we have about whether intelligence and talent are fixed or malleable. And the interesting thing is that no matter what the ‘truth’ is about this, it is what we believe that will influence how we learn both in school and for the rest of our lives. It is our beliefs about intelligence and talent that significantly determine our approach to learning, challenges and being able to bounce back from adversity. As most of what we do takes place subconsciously, it is our deep-seated beliefs that drive our actions. And, therefore, it is these beliefs that we need to reflect upon in order to make a conscious decision to change them, if we decide that this is appropriate.

  Let us now look at the evidence about both talent and intelligence (or IQ). The first thing that needs to be said is that the research indicates clearly that talent is not the dominant factor that drives and determines success. One piece of research, for example, concludes that ‘The evidence we have surveyed … does not support the talent account, according to which excelling is a consequence of possessing innate gifts.’1 Instead, it is found that success in any complex task is primarily determined by effort, so as teachers we need to make this very clear to all the students we teach. If you were to ask a 4-year-old child if she could play a violin the answer you might get is likely to be ‘Not yet’. A year or two later the answer to the same question might well change to ‘No, I can’t’. The child has changed from having what Dweck refers to as a growth mindset to a fixed mindset, and their belief affects not only the present but also the future.

  We sometimes find ourselves making assertions like, ‘I can’t do maths’, ‘I can’t spell’ or ‘I’m hopeless at sport’. None of these things might matter a lot to us. We may not be bothered if we believe that, for example, we can’t draw a face particularly well. But what we are doing is expressing a fixed mindset view of how we believe we are

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  Theories of Human Learning

  Mrs Gribbin's Cat

  • Guy R. Lefrançois(Author)
  • 2019(Publication Date)
  • Cambridge University Press

    (Publisher)

  The sad thing is that our mindsets shape our goals, our efforts, our attitudes – even our relationships. Those who are convinced that intelligence is fixed may go to great lengths to convince people that they have a lot of this thing we think of as intelligence. And they will avoid challenges that might expose their shortcomings. That, argues Dweck, is the road to stagnation. But those who know that intelligence is malleable – who have a growth rather than a fixed mindset – know that with effort, they can develop astonishing skills and talents. 5 Furthermore, as Dweck and Yeager (2018) explain, the judgments about themselves and about others made by those who hold an entity theory and have fixed mindsets are likely to be relatively permanent judgments. If you believe intelligence is fixed and also believe that you, or Rebo, do not have much of this thing, this can have lasting repercussions for your future undertakings and for your relationships with Rebo. Mindsets, explains Dweck, can determine and explain important outcomes. She urges that interventions are needed to focus people on Table 9.1 Achievement goals and achievement behavior Theory of intelligence Goal orientation Confidence in present ability Behavior pattern Entity theory (intelligence is fixed) Performance goal (goal is to gain positive judgments/avoid negative judgments of competence) If high Mastery oriented (seeks challenge; high persistence) If low Helpless (avoids challenge; low persistence) Incremental theory (intelligence is malleable) Learning goal (goal is to increase competence) If high or low Mastery oriented (seeks challenge that fosters learning; high persistence) Source: Adapted from C. S. Dweck. (1986). “Motivational processes affecting learning.” American Psychologist, 41, 1040–1048. Copyright © American Psychological Association. Used by permission.

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  Growth Mindset Workbook

  • Elliott-Moskwa, Elaine(Authors)
  • 2022(Publication Date)
  • New Harbinger Publications

    (Publisher)

  How is it that their relationships with others take a different trajectory? How is it that they behave so differently with acquaintances, friends, and family? In these two examples, people with similar skills and in similar situations respond very differently to life challenges. Whether that challenge is work-related or personal, we can see two distinctive reactions in their thoughts, emotions, and actions. Although the people in the examples are fictional, they are composites of individuals with whom I have worked during the last thirty years. I have spent years studying these responses to assist people to be resilient and successful in the face of life’s chal- lenges and setbacks. The Importance of Mindset In her book Mindset: The New Psychology of Success, Carol Dweck (2006) documents people in all walks of life who exhibit these clearly distinct patterns. She describes two different beliefs or mindsets that people hold about their abilities and attributes, and shows how these mindsets can have power- ful effects on their success—in achievement fields such as school, business, science, and sports, but also in interpersonal spheres, such as forming and maintaining close relationships. 8 The Growth Mindset Workbook The fixed mindset is the belief that you have a certain amount of an ability or attribute—perhaps high, perhaps low—and that there is little that you can do to change this (Bandura and Dweck 1985). The growth mindset is the belief that although you may start with a particular level of ability or attribute, you can increase your ability or develop your attribute. My early work with Dweck helped lay the foundation of the growth and fixed mindset. It underlined the importance of learning versus performance goals (get better versus look-good goals) in determining whether individuals embrace challenges and withstand negative feedback, and perform at their best despite obstacles (Elliott and Dweck 1988).

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  Trusted

  The human approach to building outstanding client relationships in a digitised world

  • Lyn Bromley, Donna Whitbrook(Authors)
  • 2017(Publication Date)
  • Practical Inspiration Publishing

    (Publisher)

  Dr Carol S. Dweck, professor of psychology at Stanford University and leading researcher in the field of motivation, has spent decades researching achievement and success, and has determined that there are two types of mindset: fixed and growth. She also determined the power of mindset and the profound affect it can have on our lives.

  Prior to her research, she held the belief that we couldn’t get smarter; whatever we were born with was what we had. Through her research, she has discredited her original belief and proven that we can become smarter.

  Do you have a fixed or growth mindset?

  People with a fixed mindset:

  • believe that intelligence is fixed and their qualities are carved in stone

  • avoid challenges

  • give up easily

  • don’t see the value of effort

  • avoid negative feedback

  • are threatened by others’ success, and

  • shy away from challenges for fear of being exposed.

  People with a growth mindset:

  • believe that intelligence can be developed and their qualities can be cultivated through effort

  • embrace challenges—in fact, they relish challenge

  • see effort as a path to mastering a skill

  • learn from criticism

  • incorporate learning and get inspiration from others’ success, and

  • believe that we don’t all have the same talents and abilities but that we can all grow through hard work, mentorship and perseverance.

  Depending on which mindset we operate in, we either narrow our world or widen it. Those with fixed mindsets narrow their world to appear as though they are achieving, whereas those with growth mindsets open up their world so they can look for opportunities and challenges, allowing them to grow.

  Many people have elements of both mindsets, and different mindsets for different areas. For example, a person could have great social skills but think she is incapable of standing up and delivering a presentation for a group. Someone could have a great business mind but think he is unable to master new gadgets.

  Beliefs are powerful. We do have a choice; we can change our mindsets if we want to.

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  Independent Learner

  Metacognitive Exercises to Help K–12 Students Focus, Self-Regulate, and Persevere (Teacher’s Guide to Implementing Research-based Teaching Strategies for Self-regulated Learning)

  • Nina Parrish(Author)
  • 2022(Publication Date)
  • Solution Tree Press

    (Publisher)

  According to Dweck (2016), studies by Falko Rheinberg, a German researcher, show teachers with a fixed mindset tend to categorize students by ability and believe students with different levels of achievement are “deeply and permanently different” (p. 66). They think certain students are “smart” or gifted, and other students are “less smart” and less capable of learning. Since they believe there is nothing they can do to make the students who are “less smart” more capable of learning, they absolve themselves of the responsibility to help those students. Research shows when a teacher has a fixed mindset, their students tend to perform according to their expectations and as a result fail to make achievement gains over the course of a year. As Carol Dweck explains, students who start as “high achievers stay high, and the ones who came in as low achievers stay low” (Phi Delta Kappa International, 2012, p. 19). In this way, teachers confirm their own theory: some students are just “smarter” than others.

  In contrast, teachers with a growth mindset help students change and grow (Phi Delta Kappa International, 2012). This ability comes from their desire to continue to grow and learn new things right along with their students. Teachers with a growth mindset tend to endorse the belief that “every student has something to teach me” (Dweck, 2014, p. 14). Their priority is learning, and they value this even more than they value appearing to look like “good” or “perfect” teachers. These teachers seek out feedback from a mentor or supervisor, discuss their problems with colleagues, and seek out professional learning opportunities. This approach takes courage because it requires the vulnerability to admit you don’t know it all and to allow room for learning and growth. Through their openness and collaboration with others, teachers with a growth mindset become a part of a community working toward solutions instead of becoming isolated, frustrated, and bitter. Social support keeps them teaching and helps them bounce back from difficulty with resilience. It does the same thing for students.

  You may hear your fixed mindset “voice” in certain situations even when you are trying hard to adopt a growth mindset. Often your mindset begins with the way you are taught. Dweck (2014) suggests teachers may hear their fixed mindset telling them:

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  Conversations About Social Psychology

  • Howard Burton(Author)
  • 2021(Publication Date)
  • Ideas Roadshow

    (Publisher)

  Those with a growth mindset see themselves as a work in progress. They understand that one’s potential for achievement is not fully fixed in advance according to some innate, abstract criteria—rather, it is firmly linked to a willingness to work hard and develop.

  This view, Carol hastens to point out, is not simply the latest in popular self-help, but fully supported by modern neuroscientific views of the plasticity of the brain. Through the vital process of grappling with difficult problems and the act of struggling to make progress, we actually strengthen and reinforce vital neurological connections, thereby, as she puts it, “growing our brains.” Learning how to address difficult problems and master important new techniques, it turns out, literally makes us smarter.

  Meanwhile, those who are mired in what she calls a “fixed mindset” believe something quite different. For them, working hard is something that only less talented (less intelligent, less gifted) people need do. This way of thinking clearly runs the risk of leading to a sense of complacency and unwillingness to push oneself. But it is actually much worse than that: those in a fixed mindset not only naturally shirk new challenges (why needlessly risk one’s position at the top of the hierarchy?), they inevitably become so consumed with defending their place on the social and intellectual hierarchy that they soon entirely stop learning and developing for its own sake. Curiosity and passion naturally fall by the wayside once one becomes preoccupied with simply keeping up appearances and reputations.

  In other words, all of this goes considerably beyond simply mouthing platitudes about the value of hard work. After all, those in a fixed mindset work hard too—they expend considerable effort and suffer significant amounts of stress convincing everyone that they are naturally accomplished.

  It is not that they are inherently lazy or incapable of working hard. It is that their very worldview, their mindset, renders the idea of such work both distasteful and embarrassing. If working hard at mathematics, say, is something that “only stupid people do,” which top-ranked mathematics student would ever want to admit to someone that such a thing is precisely what she has been doing?

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