Teaching to promote a growth mindset

doi:10.1109/FIE.2017.8190685

Paper

Teaching to promote a growth mindset

Published Oct 1, 2017 · S. Zappe, Stephanie Cutler, T. Litzinger

2017 IEEE Frontiers in Education Conference (FIE)

UNKNOWN SJR score

2

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0

Influential Citations

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Abstract

The purpose of this paper is to describe a special session intended to help instructors better understand the difference between fixed versus growth mindset and how instructional approaches can implicitly or explicitly promote one or the other. Originating with Carol Dweck, individuals with a fixed mindset believe that a specific ability or intelligence is innate and fixed. In contrast, individuals with a growth mindset believe that ability or intelligence can be improved with training and practice. Through implicit and explicit messages to their students, instructors may inadvertently trigger students to approach tasks with a fixed mindset. The interactive session will focus on common messages and strategies that will help students to approach tasks in a class with a growth mindset.

Study Snapshot

This session aims to help instructors understand the difference between fixed and growth mindsets and promote a growth mindset in their students through explicit and implicit messages.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

Paper

Teaching to promote a growth mindset

References

Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed

Students with the mindset that intellectual abilities can be developed show higher achievement and lower aggression in challenging school situations.

Even Geniuses Work Hard.

Meaningful schoolwork can teach students to love challenges, enjoy effort, be resilient, and value their own improvement, leading to both short-term and long-term success.

Mindset: The New Psychology of Success

A growth mindset, rather than a fixed mindset, leads to motivation, productivity, and enhanced relationships in business, education, and sports.

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An attribute-focused approach to assessing entrepreneurial mindset can avoid construct confusion and improve assessment design in engineering entrepreneurship programs.

Citations

Progress on Longitudinal Study of the Impact of Growth Mindset and Belonging Interventions in a Freshman Engineering Class

Growth mindset interventions improve course performance for men and non-URM students, while belonging interventions improve performance for men and non-URM students, but not for women.