Loading...

Messages

Proposals

Stuck in your homework and missing deadline? Get urgent help in $10/Page with 24 hours deadline

Get Urgent Writing Help In Your Essays, Assignments, Homeworks, Dissertation, Thesis Or Coursework & Achieve A+ Grades.

Privacy Guaranteed - 100% Plagiarism Free Writing - Free Turnitin Report - Professional And Experienced Writers - 24/7 Online Support

You can grow your intelligence answers

06/01/2021 Client: saad24vbs Deadline: 3 days

(available at http://www.nais.org/Magazines-Newsletters/ISMagazine/Pages/Brainology.aspx)


Brainology

Transforming Students’ Motivation to Learn

Carol S. Dweck


Winter 2008


Page Content


This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.


Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.


How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn.


Mindsets and Achievement Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence).


It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks.


Other students believe that intelligence is something that can be cultivated through effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.


To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This is when the academic work often gets much harder, the grading gets stricter, and the school environment gets less personalized with students moving from class to class. As the students entered seventh grade, we measured their mindsets (along with a number of other things) and then we monitored their grades over the next two years.


The first thing we found was that students with different mindsets cared about different things in school. Those with a growth mindset were much more interested in learning than in just looking smart in school. This was not the case for students with a fixed mindset. In fact, in many of our studies with students from preschool age to college age, we find that students with a fixed mindset care so much about how smart they will appear that they often reject learning opportunities — even ones that are critical to their success (Cimpian, et al., 2007; Hong, et al., 1999; Nussbaum and Dweck, 2008; Mangels, et al., 2006).


Next, we found that students with the two mindsets had radically different beliefs about effort. Those with a growth mindset had a very straightforward (and correct) idea of effort — the idea that the harder you work, the more your ability will grow and that even geniuses have had to work hard for their accomplishments. In contrast, the students with the fixed mindset believed that if you worked hard it meant that you didn't have ability, and that things would just come naturally to you if you did. This means that every time something is hard for them and requires effort, it's both a threat and a bind. If they work hard at it that means that they aren't good at it, but if they don't work hard they won't do well. Clearly, since just about every worthwhile pursuit involves effort over a long period of time, this is a potentially crippling belief, not only in school but also in life.


Students with different mindsets also had very different reactions to setbacks. Those with growth mindsets reported that, after a setback in school, they would simply study more or study differently the next time. But those with fixed mindsets were more likely to say that they would feel dumb, study less the next time, and seriously consider cheating. If you feel dumb — permanently dumb — in an academic area, there is no good way to bounce back and be successful in the future. In a growth mindset, however, you can make a plan of positive action that can remedy a deficiency. (Hong. et al., 1999; Nussbaum and Dweck, 2008; Heyman, et al., 1992)


Finally, when we looked at the math grades they went on to earn, we found that the students with a growth mindset had pulled ahead. Although both groups had started seventh grade with equivalent achievement test scores, a growth mindset quickly propelled students ahead of their fixed-mindset peers, and this gap only increased over the two years of the study.


In short, the belief that intelligence is fixed dampened students' motivation to learn, made them afraid of effort, and made them want to quit after a setback. This is why so many bright students stop working when school becomes hard. Many bright students find grade school easy and coast to success early on. But later on, when they are challenged, they struggle. They don't want to make mistakes and feel dumb — and, most of all, they don't want to work hard and feel dumb. So they simply retire.


It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks.


How Do Students Learn These Mindsets? In the 1990s, parents and schools decided that the most important thing for kids to have was self-esteem. If children felt good about themselves, people believed, they would be set for life. In some quarters, self-esteem in math seemed to become more important than knowing math, and self-esteem in English seemed to become more important than reading and writing. But the biggest mistake was the belief that you could simply hand children self-esteem by telling them how smart and talented they are. Even though this is such an intuitively appealing idea, and even though it was exceedingly well-intentioned, I believe it has had disastrous effects.


In the 1990s, we took a poll among parents and found that almost 85 percent endorsed the notion that it was necessary to praise their children's abilities to give them confidence and help them achieve. Their children are now in the workforce and we are told that young workers cannot last through the day without being propped up by praise, rewards, and recognition. Coaches are asking me where all the coachable athletes have gone. Parents ask me why their children won't work hard in school.


Could all of this come from well-meant praise? Well, we were suspicious of the praise movement at the time. We had already seen in our research that it was the most vulnerable children who were already obsessed with their intelligence and chronically worried about how smart they were. What if praising intelligence made all children concerned about their intelligence? This kind of praise might tell them that having high intelligence and talent is the most important thing and is what makes you valuable. It might tell them that intelligence is just something you have and not something you develop. It might deny the role of effort and dedication in achievement. In short, it might promote a fixed mindset with all of its vulnerabilities.

Homework is Completed By:

Writer Writer Name Amount Client Comments & Rating
Instant Homework Helper

ONLINE

Instant Homework Helper

$36

She helped me in last minute in a very reasonable price. She is a lifesaver, I got A+ grade in my homework, I will surely hire her again for my next assignments, Thumbs Up!

Order & Get This Solution Within 3 Hours in $25/Page

Custom Original Solution And Get A+ Grades

  • 100% Plagiarism Free
  • Proper APA/MLA/Harvard Referencing
  • Delivery in 3 Hours After Placing Order
  • Free Turnitin Report
  • Unlimited Revisions
  • Privacy Guaranteed

Order & Get This Solution Within 6 Hours in $20/Page

Custom Original Solution And Get A+ Grades

  • 100% Plagiarism Free
  • Proper APA/MLA/Harvard Referencing
  • Delivery in 6 Hours After Placing Order
  • Free Turnitin Report
  • Unlimited Revisions
  • Privacy Guaranteed

Order & Get This Solution Within 12 Hours in $15/Page

Custom Original Solution And Get A+ Grades

  • 100% Plagiarism Free
  • Proper APA/MLA/Harvard Referencing
  • Delivery in 12 Hours After Placing Order
  • Free Turnitin Report
  • Unlimited Revisions
  • Privacy Guaranteed

6 writers have sent their proposals to do this homework:

University Coursework Help
Helping Hand
Top Essay Tutor
Writer Writer Name Offer Chat
University Coursework Help

ONLINE

University Coursework Help

Hi dear, I am ready to do your homework in a reasonable price.

$112 Chat With Writer
Helping Hand

ONLINE

Helping Hand

I am an Academic writer with 10 years of experience. As an Academic writer, my aim is to generate unique content without Plagiarism as per the client’s requirements.

$110 Chat With Writer
Top Essay Tutor

ONLINE

Top Essay Tutor

I have more than 12 years of experience in managing online classes, exams, and quizzes on different websites like; Connect, McGraw-Hill, and Blackboard. I always provide a guarantee to my clients for their grades.

$115 Chat With Writer

Let our expert academic writers to help you in achieving a+ grades in your homework, assignment, quiz or exam.

Similar Homework Questions

Non evidence based practice - Exponential function test algebra 1 - Denver baggage system case study - ETHICAL DILEMMA PROJECT: POTENTIAL SOLUTIONS AND IMPACTS - Hbs custodian pty limited - Explain the principles of and barriers to effective interpersonal communications - Week 5 - Life cycle phases in an epm system - Window on humanity 7th edition pdf - "Slowing Down Global Warming" - Olive house bacup reviews - North east corner masonic ritual - English sba reflection 2 outline - City2surf red group qualifying time - Global citizenship and equity assignment - Naoh khp titration lab report - A harm minimisation measure to prevent intoxication is - What is unrelated diversification strategy - Buddha dharma in hindi language - Eaton lighting control systems - Johnson horse transportation careers - Chair the fed a monetary policy game - How to control light intensity in an experiment - History essay - Chapter 13 lab investigation healthful snacks answer key - Animal adaptations for pandas - Criminal jurisprudence reviewer with answer key - Boyz n the hood discussion questions - OE W 4 A - Dissertation on IoT Cybersecurity - Movies and meaning 5th edition - University of hertfordshire studynet - Caroubel passamezzo from terpsichore - Pooled standard deviation calculator excel - Jessica mauboy cousin the voice - Community Nursing wek 2 DQ 2 student replay Laura Rosa - Estimate then record the product lesson 2.7 - The role of a social worker - Hse speech and language therapy jobs - 1o mins quiz for econ - Horrible histories marcus licinius crassus song lyrics - Research paper - Jojo moyes writing style - Discussion - Mp husky cable bus - Istanbul bilgi university ranking - Debye theory of specific heat ppt - Robbing the Dead: Is Organ Conscription Ethical? - The crane wife essay - Reflection and Discussion Forum Week 10 - Virtual momentum lab answers - Sign language courses serc - Hydraulic jet pump artificial lift - Bsg online 3 year strategic plan - Islam empire of faith video questions answers - Yoga video Reflection Journal - Meezan kafalah profit rate - Why is there a pop sound when hydrogen is burnt - Informatics and nursing sewell pdf - What fraction is halfway between 1 4 and 3 8 - Plato's allegory of the cave essay - Grignard synthesis of triphenylmethanol theoretical yield - Drag me to hell opening scene - Developing effective communication in health and social care - Use of force - Merbein common boat ramp - Eddie fung - Romeo and juliet act 1 scene 4 foreshadowing - In icd 10 pcs which character represents a cochlear implant - Equity theory discusses individuals' perceptions about the relationship between ____ and ____. - Advantages of conceptual framework in research - Radiointernetowe.online - My Journey to Online Radio Success! - Female ruff crossword clue - Social injustice - Antibiotic resistance can we ever win case study answer key - Xmlpad 3.0 2.1 free download - Is Professional Essay Help Canada Safe? - Acssses control - Pea plant crosses worksheet answers - 115 mm to inches - Salomon v salomon & co ltd - Fundamentals of heat and mass transfer bergman 8th pdf - The house with a clo - Discussion: Devotional Reflection-Integrity - Organizational behavior principles unit 4 ip - Discussion response - Parle mango bite price per piece - Research Proposal - How does listing effect the reader - Data driven decision making in education ppt - Project. Please read. This is due tomorrow by 5 pm CST. - Casio fx 82ms tricks - On course study skills plus 3rd edition pdf free - They say i say table of contents - Drown junot diaz aurora pdf - Sew what inc business performance - How to write a policy paper proposal - Discuss the ambiguity (more than one interpretation) suggested by the multiple sub-theories and frameworks of behaviorism. - The crisis no 1 analysis - Find each angle measure to the nearest degree answers