Related Papers
A Constructive Review of Carol Dweck's Mindset
Kenzo Bergeron, EdD
In search of a growth mindset pedagogy
Inkeri Rissanen
In this article we take up the two-fold task of creating a framework for a growth mindset pedagogy on the basis of our previous studies and exploring the critical points of this pedagogy in the classroom of a mixed-mindset teacher. The data include classroom observations and stimulated recall interviews. The results show how a teacher who is socialized into the Finnish educational system pursues core features of growth mindset pedagogy, despite not having a dominant growth mindset herself. However, we identify critical points in her practices, which suggest that teaching the theory of mindset in teacher education is
To realise workforce potential, manage with a growth mindset
2012 •
Peter Heslin
International Journal of Education and Humanities
Fixed Mindset vs. Growth Mindset: A Phenomenon in Higher Education to Achieve a Bachelor's Degree
Gita Aulia Nurani
This study investigates students' experiences with the research process as one of Indonesia's bachelor's degree graduation requirements. The underpinning for the research procedure was Carol Dweck's notion of fixed and growth mindsets. This study followed the qualitative phenomenology method and included semi-structured interviews. Eleven undergraduate seniors or fourth-year students participated in interviews lasting 45 to 60 minutes. According to the data, students had difficulty with the three stages of the research process. (1) Erroneously identified the problem and had difficulty discussing it with the supervisor. (2) Lack of comprehension and application of the research method. (3) Insufficient scholarly writing. Moreover, individuals described two contributing elements, first, psychological factors such as motivation and the desire to conduct the independent study. Second, social issues inside the supervisory and academic institutions. Participants proposed th...
Growth Mindset Intervention at the Community College Level: A Multiple Methods Examination of the Effects on Faculty and Students
2015 •
miguel powers
International Journal of Pedagogy and Teacher Education
Review of Mindset
2019 •
George Jacobs
Educators can benefit from occasionally stepping outside our profession to look for new ideas. Mindset: Changing the Way You Think to Fulfil Your Potential is a book that was written by a well-regarded psychology professor and has sold more than a million copies. The book’s central premise is that people tend toward one of two mindsets: a fixed mindset, which sees ability as inborn and largely unmodifiable; and a growth mindset, which sees ability as something people can develop by making persistent effort and learning new strategies. The present book review begins with explaining the two mindsets. Then, questions about mindset are answered. Next, in the review’s longest portions, suggestions from the book which might be useful for teachers are shared. These suggestions may help students become more successful learners, not to mention better people overall. Finally, the reviewer recommends that when the author and her colleagues do further work on mindsets, they might wish to examin...
International Journal of Human Sciences Research
Influence of the Growth Mindset in College Students
MARCOS ANDRÉ MACEDO DO VALE SILVA
Secondary teachers' perspectives on sustaining growth mindset concepts in instruction
2020 •
Cheryl Burleigh
The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.,This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.,Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.,The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.,Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic...
Growth Mindset in Teaching: A Case Study of a Finnish Elementary School Teacher
2019 •
Rina Maria Ronkainen
This study investigates how a growth mindset is actualised in one first-grade teacher’s classroom. Mindset refers to implicit beliefs that individuals hold about basic human qualities. A person with a growth mindset sees these qualities as malleable and subject to development, whereas a person with a fixed mindset sees these qualities as static and unalterable. Previous research has shown that teachers’ mindsets have an influence on their pedagogical thinking and practice. The data in this study include classroom observations, videotaping and stimulated recall interviews. Deductive content analysis was used in the inquiry. The teacher’s growth mindset pedagogy was actualised with one student in particular when the teacher gave critical feedback in the form of “not yet”. This gradually changed the student’s fixed mindset behaviour towards a growth mindset. The teacher’s growth mindset was also actualised in the class as a whole when she fostered students’ process-focused thinking wit...
International Journal of Innovative Studies in Sociology and Humanities
2019 •
Sudha Shashwati, deisha sethi
Historically, a lot of emphasis has been laid on intellectual capacities of individuals as predictors of accomplishment (Mayer, 2011). With recent developments in psychological literature, several non-cognitive superpowers have emerged that offer equally promising prospects for success. The present study aims to assess two such non-cognitive traits, Grit and Growth Mindset, in students and teachers. It has two parts-the first involves school students, and the second school teachers. In the first part of the study, the relationship between Grit and Growth Mindset, and Grit and Academic Performance are explored. The sample consists of 262 middle and high school students from various schools in Delhi-NCR. Grit is assessed using Grit Scale (Duckworth, Peterson, Matthews and Kelly, 2007), and Growth Mindset using Implicit Theories of Intelligence Scale-General version (Dweck, 1999). Academic Performance is measured by taking the final exam scores of a sub sample of students for the last 2 years. The quantitative data is analysed using inferential statistics. Results show that Grit is a significant predictor of both Growth Mindset and Academic Achievement. The second part of the study explores Growth Mindset of teachers using Mindset Survey (Dweck & Henderson, 1989) and a set of qualitative questions prepared by the authors. The sample consists of 30 middle and high school teachers. The data is analysed using descriptive statistics and content analysis, for the quantitative and qualitative data respectively. Results for this study show that teachers' responses predominantly reflect Growth Mindset. Given the importance of Grit and Growth Mindset in the existing academic literature, this study has the potential to contribute towards understanding how significant these constructs are for students and teachers alike, and will add to the knowledge base of the field in the Indian context.
