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Dweck has described fixed-mindset individuals as dreading failure because it is a negative statement on their basic abilities, while growth mindset individuals don't mind or fear failure as much because they realize their performance can be improved and learning comes from failure. [14]
Students followed throughout their middle school careers showed that those who possessed growth mindset tendencies made better grades and had a more positive view on the role of effort than students who possessed fixed mindset tendencies with similar abilities, two years following the initial survey. [10]
Dweck's research on growth and fixed mindsets is useful in intervening with at-risk students, dispelling negative stereotypes in education held by teachers and students, understanding the impacts of self-theories on resilience, and understanding how praise can foster a growth mindset and positively impact student motivation. [44]
Psychologist Carol Dweck distinguished differences between the growth mindset, the idea that ability is malleable, and the fixed mindset, the idea that ability is fixed. People who incorporate a growth mindset on a certain task tend to have higher motivation. [43] [44]
Why foster a growth mindset in students? In 2010, Dweck explained that when students view intelligence as something that develops over time they view challenging work as an opportunity to learn and grow. These students value effort and realize that "even geniuses have to work hard to develop their abilities and make their contributions".
Wealth inequality casts its shadow on everything from children's early development to adults' emotional well-being. It directly impacts education, housing, wellness and mental health.In fact ...
“We can start shaping our own mindset intentionally and deliberately,” she says. “That doesn’t mean it's always easy to do—that you can just snap your fingers and change your mindset.”
According to Carol Dweck's book Mindset: The New Psychology of Success, this could be because their teachers impose upon them a 'fixed mindset,' but it is not an inherent attribute of tracking itself. [51] Dweck implies that teachers who promote a growth mindset could stimulate students to greater academic achievement regardless of tracking. So ...