...A large part of Dweck's research on mindsets has been done in the field of education, and how these mindsets affect a student's performance in the classroom. The growth mindset is clearly the more desirable of the two for students.[6] In particular, an individual's mindset impacts how they face and cope with challenges, such as the transition into junior high school from elementary school or losing your job.[4] According to Dweck, individuals with a "growth" theory are more likely to continue working hard despite setbacks. Individuals' theories of intelligence can be affected by subtle environmental cues. For example, children given praise such as "good job, you're very smart" are much more likely to develop a fixed mindset, whereas if given compliments like "good job, you worked very hard" they are likely to develop a growth mindset....
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...November, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers, a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top three, yet performance director Tony Faulkner had long suspected that many promising players weren’t reaching their potential. Ignoring the team’s century-old motto—arte et labore, or “skill and hard work”—the most talented individuals disdained serious training. On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything, training hard would tell you and others that you’re merely good, not great. Faulkner had identified the problem; but to fix it, he needed Dweck’s help. A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and her recent book, Mindset: The New Psychology of Success—bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed. What’s more, Dweck has shown that people can...
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...Names Professor’s Name Course Number Date How Children Succeed, by Paul Tough Paul Tough disputes that those characters that mater most have more to do with the behaviors of an individuals. Proficiencies like determination, inquisitiveness, and self-control have all been seen to have an impact on a person’s behavior. Consequently, this paper is going to provide a mini essay concerning Toughs major claims and supporting claims in how children succeed as from page 165-181. The paper will also end with an essay three thesis that highlights on what has been learnt from Toughs main claims. According to Tough on college conundrum, it is seen that the majority of the children from poor families do struggle in getting education as compared to those in the rich families. It is clear that “over the past few decades, it has become evident that the United States does not so much have an issue of restricted as well as uneven college admittance. It has a challenge of incomplete and lopsided college achievement (Tough, p. 150).” Concerning this it is clear that the United States does not concentrate on one background when it comes to ones college admission. They say that the most challenging fact presently is the non-fulfilling college accomplishment. Therefore, it can be pointed out that the college conundrum as stated means that the majority of the grades tend to show more than the mystery content. They say that this discloses characters of motivation...
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...Professor Carol S. Dweck, psychology at Stanford University, well known for her work on mindset in the psychological characteristic. She was working on a study whether a child way of thinking is fixed or changeable. To her belief contrasting the two ideas of mindset can help us understand how much it shapes our lives. Dwerk input on our two ways of thinking are fixed mindset and a growth mindset. The terminologies for these words applied in their nature of the behavior of psychology word, a fixed mindset is someone who thinks people are born with the skill, don't take challenges and pessimistic. The other growth mindset is someone who believes there can always be an improvement, they work hard, take challenges, put in effort and optimistic....
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...There are two mindset thinking about intelligence. The growth mindset and fixed mindset. Those with growth mindset, a concept developed y physiologist Carol Dweck, a professor at Stand Ford University, believe intelligence is fluid or can be developed by one’s effort. According to Dweck, (Ted Talk), scientific evidence indicates that neurons strengthen their connections when people solve complicated problems. On the contrary, those with fixed mindset thinking that intelligence is inalterable. In his article ‘The Perils of Growth Mindset Education’ sociologist Alfie Kohn, the matter of student’s underperformance is curriculum not the mindsets. He said underperformance of student is the matter of curricular rather than mindsets. There are a lot of controversies and still brain functions are not completely discovered by scientists, so it is hard to say that one specific theory is right. However, the theory intelligence is malleable is more dominant....
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...her team a researched on who is successful person in super challenging situations (for kids and adults). Finally, she found that the most important character trait (特性) to influence success was grit. Grit is sticking with your future, and working hard to make the future a reality. She made a survey about the grit influence of students in high school, and she found the students who have strong girt character can easily graduate. She was shocked that we know a little about grit, and we do not know how to build grit in kids, but according to the data, we know that grit was not related to the measure of talent. The best idea was building grit in kids in something called “growth mindset.” This is an idea developed at Stanford University by Carol Dweck. When they learned this method, they can preserve if they failed, because they believed that they cannot fail all the time. All in all (in conclusion), we need to become gritty, and then make our own kind grittier. Reference: Duckworth. A. L. (2013) the key to success? Grit. TED talk. Retrieved January 18, 2015 from http//www.tedtalks. Response1 Duckworth. (2013) explains that some of her stronger performance students do not have high I.Q scores. I...
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...FIXED vs. GROWTH MINDSET – Which one are you? Based on the research of Dr. Carol Dweck Which Mindset Are You? Self-Assessment* For each item below, decide whether the item is true or false FOR YOU. Answer each item honestly. There is no right or wrong answer. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. I want to do better than other students in my class. true An important reason why I do my class work is because I like to learn new things. true I would like to show my instructors that I am smarter than the other students in my class. true I like class work that I will learn from even if I make a lot of mistakes. true It is very important to me that I do not look stupid in my class. true If I do poorly on an assignment or a test, it is because I did not study or try hard enough. true Natural ability is more important than effort for doing well in school. false I can do well on any assignment if I try hard enough. true If I do well on an assignment or a test, I think it is because of good luck. false An important reason why I do my work in class is because I want to improve my true performance. If I do poorly on an assignment or a test, it is usually the instructor’s fault. false Effort is more important than natural ability for doing well in school. true Your intelligence is something very basic about you that cannot change very much. false No matter how much intelligence you have, there is always room for improvement. true You can learn new things, but you cannot really...
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...A persons overall attitude can determine so much in a lifetime. Webster dictionary determines this as mindset, which is defined as mental attitude or inclination. There has much current research into mindset; a Stanford psychologist Carol Dweck published research about this topic titled, Mindset: The New Psychology of success. She states that what we think and feel about ourselves determines what outcomes you will have. She separates mindset into two types. A “fixed intelligence mindset”, according to Dweck, holds on to the belief that a persons intelligence, character, and creativity are all static givens that they can change, and that the affirmation of that inherent intelligence is success. To carry on the sense of being smart of skilled in a fixed mines, one must strive for success and avoid failure at all costs. This basically means that they believe their basic characteristics, intelligence and it can not change. The other type is a “growth intelligence mindset” seeks challenge and believes that failure is not a proof...
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...Growth mindset or fixed mindset, according to Carol S. Dweck studies in her article “Brainology” students either have a growth mindset or fixed mindset(1). I believe that not all students shine in every subject, but they do have subjects that come naturally to them, where they want to do better in. They also know they are going to strive in and their mentality does change to wanting to achieve in that subject. Now with a fixed mindset their mind shuts down and their self-esteem lowers and they are scared to try. So is it possible to have both mindsets? Dweck makes a good point about their only being two mindsets the growth mindset which is a believe that how smart a person can be is realized with learning and the fixed mindset is when the student makes a challenge a threat because they are afraid to fail.(1) She never states that students can have both mindsets where they can be good at one subject and be bad in another. Many students have one subject they enjoy the most and have the growth mindset of wanting to learn more, and they have subjects that doesn't come as naturally like others and have more of a struggle. I believe that every student can have a growth mindset and fixed mindset and it all depends on what subjects they like or dislike....
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...Growth Mindset Leads To Success You may have wondered how some people are successful and others are not. Before we talk about how they do it, we need to know what the word “success” means. To some people, success just means earning a lot of money. To others, it means achieving their goals whatever they may be. Everyone thinks that success is based on luck and talent. But that is not always the case. Research psychologist Carol Dweck has been doing a study on students in class. She discovered that some people have something called a fixed mindset in which they believe that their intelligence will stay the same no matter what. On the other hand some people have a growth mindset where they believe that they will become smarter and...
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...In the book, The Talent Code, written by Daniel Coyle, it says that geniuses come from practice, dedication, and hard work, rather than being born with it and doing nothing to improve on their talent. Dweck states that there are two mindsets. One is a fixed mindset, where a person tends to avoid challenges, give up easily, ignore useful negative feedbacks, and easily feels threatened by others. The other one is growth mindset, where a person tends to embrace new challenges, persist in the face of setbacks, learn from criticism, and find inspiration from other successful people. Dweck says that “Although you might have one of these mindsets, you can still change them” (Fixed vs. Growth Mindset). Having a fixed mindset does some of its advantages,...
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...Although fixed and growth mindsets may sound and seem similar, one subtle difference makes the two polar opposites. For instance, a person with a fixed mindset believes “He’s a natural born athlete, it’s just God’s gift so why bother trying to be as good”. People like this are under the impression that they cannot achieve greatness due to their lack of confidence in themselves. This can cause people to take major setbacks in things they love to do, which can be fatal for their well-being. On the other hand, individuals with growth mindsets think, “He’s an outstanding athlete, if I work hard and practice everyday I too can be just as good an athlete.” People with growth mindsets are much more productive because they know if somebody is better...
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...Paragraph 1 – A group came to Dweck, a psychology professor, to ask why their athletes were not motivated to train more (talent was not a problem, the athletes were very skilled). Paragraph 2 – The suspected problem with the athletes was the belief ‘that star players are born – not made’ Working hard means the players are admitting a lack of talent. The star players are confident in their abilities. QUESTION What motivates you to work at something? Are ‘stars’ born? Or can people work hard to achieve the same ‘star’ status? Can confidence cause laziness? What was the ‘mind-set’ of the athletes? (see the chart and explain your answer to the group) Paragraph 3 – Dweck’s introduction and basic research. Dweck studies what makes people ‘reach their potential’ while other’s fail. Dweck said the reason why some try harder when other’s give up is how people view ‘ability.’ Dweck said people view ‘ability’ as either (1) something that comes naturally or (2) something that is developed through practice Paragraph 4 – Research Findings – If people open their mind to making an effort, big improvements are possible. QUESTION What does it mean to ‘reach your potential’? What is something you feel prevents your from reaching your potential when learning to do something new? What is the dictionary definition of ‘ability’? (search and scribe) Which definition of ‘ability’ do you agree with? What would you say most people in your culture agree with? In your opinion, how...
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...Anna Pfalzgraf LSFY 199 Domski 13 September 2015 A Rising Mindset; Reflection of Student Readiness Survey All my life I have had a burning passion for learning, exploring, and having new experiences. I am constantly working on expanding my comfort zone and working to be held accountable for being bold personally and academically. My student readiness survey was spot on and matched my personality traits exactly. I was not surprised by this because I think one of my strengths is knowing myself really well. I have a high level of self-awareness and strong sense of being emotionally connected. This works to my advantage because I am able to be honest with myself, in result providing me accurate and effective answers from the survey. For instance, on my survey in response to “It is important to me to finish what I start” it said my responses suggested that I have had some success in persisting and overcoming obstacles to accomplish my goals; to consider building on these successes by practicing coping skills that have previously worked. I agree with this response because more often than not I am able to adapt to any situation and be flexible enough to find a way to make sure everything gets done. Since this is not the case every time, I do need to build on these skills. I know that I am able to accomplish this, so, exactly what my survey said to do; use what has been successful to me in the past and try to put that into practice every time. Another example I thought to be accurate...
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...As the book continues, the focus becomes how the two mindsets in actuality impact the forms of thinking that lead to achievement or failure. The main topic is how the mindsets become traps that can set the stage for future achievement or failure. The fixed mindset becomes fearful of trying or experiencing new things, once a failure is experienced. This has the effect of limiting the likelihood of new accomplishments and creates a protective veneer around existing abilities so that they can remain successful. The fixed mindset is protective of maintaining what it knows it can conquer, rather than attempting new possibilities. This in turn limits future possibilities, which could potentially be achievable. By distinction, a growth mindset is...
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