mindset the new psychology of success dweck

They need this repertoire of approaches-not just sheer effort-to learn and improve. Students need to try new strategies and seek input from others when they’re stuck. Certainly, effort is key for students’ achievement, but it’s not the only thing. Perhaps the most common misconception is simply equating the growth mindset with effort.

This learning-the common pitfalls, the misunderstandings, and what to do about them-is what I’d like to share with you, so that we can maximize the benefits for our students.Ī growth mindset isn’t just about effort. But as we’ve watched the growth mindset become more popular, we’ve become much wiser about how to implement it. This is wonderful, and the good word continues to spread. And many educators have applied the mindset principles in spectacular ways with tremendously gratifying results. So a few years back, I published my book Mindset: The New Psychology of Success to share these discoveries with educators. Finally, we found that having children focus on the process that leads to learning (like hard work or trying new strategies) could foster a growth mindset and its benefits. And when students learned through a structured program that they could “grow their brains” and increase their intellectual abilities, they did better. More precisely, students who believed their intelligence could be developed (a growth mindset) outperformed those who believed their intelligence was fixed (a fixed mindset). We found that students’ mindsets-how they perceive their abilities-played a key role in their motivation and achievement, and we found that if we changed students’ mindsets, we could boost their achievement. However, my colleagues and I learned things we thought people needed to know. I say “secretly” because, once upon a time, researchers simply published their research in professional journals-and there it stayed. For many years, I secretly worked on my research.

Mindset the new psychology of success dweck