Mindset, the ideas and attitudes in which a person approaches a situation, contributes to our research of the multiple perspectives children and their educators have. Carol Dweck is a psychology professor at Stanford claims that in order to reach your full potential you have to learn to embrace the failure that comes with it. Dweck’s research has impacted many teachers and parents and helped them understand how to motivate their students correctly. A child with a fixed mindset believes that they are good at something because it’s just their inherent nature, that’s just who they are. A child in a growth mindset believes that anyone can learn anything, because your abilities are entirely due to your actions.The attitudes of parents toward failure as shown to be linked to the way that their child thinks about intelligence. In an article written by Maria Popova she quotes some of Dweck’s research, “In one seminal study, Dweck and her colleagues offered four-year-olds a choice: They could either redo an easy jigsaw puzzle, or try a harder one…… those with “fixed” mentality stayed on the safe side, choosing the easier puzzles that would affirm their existing ability,” This quote explains how the growth mindset children embraced challenges instead of avoiding them. Many children who are fostered to have a growth mindset persist in the face of setbacks unlike fixed mindset children. By telling the student that they can achieve anything as long as they work hard and put determination into their craft, this student will be led to the growth mindset without even knowing it. Dweck’s research shows that parents have multiple perspectives on the way that they should raise their child. In other words, they all have a particular attitude toward educating their children.
Another experiment conducted by Dweck tested students with some difficult problems. Dweck responded, “good job you worked hard” for those who put in effort. For those who had ability she responded, “you're so smart”. They arranged another session, to see the results of the first test. Those who were praised for ability alone, did worse, those who were congratulated for putting in effort did better. The children that got better, advanced because they were told something that encouraged them to keep trying, rather than making them think that they would fail if they tried doing something above their knowledge. According to an article by Sam Thomas Davies, “Don’t tell a student that the are smart it will take them to the fixed mindset . If you tell them that they should try again or try your best the know to keeping reaching higher than the normally would. They will become successful which will take them to being an amazing student and the will bring this to their kids and it will go one for generations of growth mindsets.”, Dweck concluded that the contributions, the part that the educators and parents play, make a difference between the mindset of the student. This research is imperative to share because a child’s mindset will affect them for the rest of their life. The growth mindset will not only help a student achieve higher than they believed they could but will also allow a person to live a less stressful and more successful life. Our visual representation is based on how a Fixed mindset can transform into a Growth Mindset with the right contributions. The multiple perspectives of the child’s educators can change a child’s view on intelligence. Their mindset will help them for the rest of their life. The type of mindset that a child has can either affect them negatively or positively. Helping students to set goals, identify obstacles, and learn self-control strategies.
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June 2017
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