In the world of learning, there is a key belief that can make the difference between improving and getting stuck: the growth mindset. This idea, proposed by psychologist Carol Dweck in 2006, suggests that the way you perceive your intelligence and abilities can influence your capacity to learn.
What is the growth mindset?
The growth mindset is the belief that our abilities and talents can be developed through effort, appropriate strategies, and continuous learning. In contrast, the fixed mindset holds that intelligence is something innate and unchangeable.
How does it influence motivation and learning?
People with a growth mindset tend to:
- See mistakes as learning opportunities.
- Persist in the face of challenges.
- Accept constructive criticism to improve.
- Enjoy the learning process instead of focusing only on results.
On the other hand, those with a fixed mindset tend to:
- Avoid challenges for fear of failing.
- Become quickly discouraged when facing difficulty.
- Feel threatened by other people’s success.
Everyday example: Two ways of viewing failure
Imagine two students who get a bad grade in math:
- Student with a fixed mindset: “I’m bad at math, there’s nothing I can do about it.”
- Student with a growth mindset: “I need to improve at math; maybe with more practice and new strategies I’ll get there.”
The second student is more likely to improve because they believe in their capacity to change.
Strategies for developing a growth mindset
- Add the word “yet”: Instead of saying “I’m not good at this,” say “I’m not good at this yet.”
- Embrace mistakes as part of learning: Every mistake gives you valuable information about how to improve.
- Seek out challenges: Facing new experiences strengthens your brain.
- Surround yourself with people who have a growth mindset: Other people’s attitudes influence your perception of learning.
Final challenge
Think of an area where you’ve used a fixed mindset. How could you change your approach to grow in that skill?
References
- Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
- Yeager, D. S., & Dweck, C. S. (2012). “Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed.” Educational Psychologist, 47(4), 302-314.
- Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). “Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention.” Child Development, 78(1), 246-263.