Unit 5 Mindsets Flashcards
Describe and contrast entity theory/fixed mindset and incremental theory/growth mindset
Entity/fixed theory of intelligence = intelligence is a fixed, unchangeable quality
Incremental/growth theory of intelligence = intelligence is a malleable quality that can change throughout a person’s lifetime
When do individuals with a fixed mindset feel smart? When do individuals with a growth mindset feel smart?
Fixed mindset:
▪ “When I don’t make any mistakes.”
▪ “When I finish something fast and it’s perfect.”
▪ “When something is easy for me, but other people can’t do it.” –> comparison to others
Growth mindset:
▪ “When it’s really hard, and I try really hard, and I can do something I couldn’t do
before.”
▪ “When I work on something a long time and I start to figure it out.”
How do individuals with a fixed vs. growth mindset differ in their interpretation of effort?
For an individual with a fixed mindset, effort is evidence that they are not smart or capable therefore, it is something to avoid
For an individual with a growth mindset, effort is essential for learning and improvement, and therefore highly desirable
How do individuals with a fixed vs. growth mindset differ in the types of goals they set?
Fixed/entity mindset set performance goal
Growth/incremental mindset set mastery goals
Describe and contrast mastery goals and performance goals. How might performance goals undermine learning and progress?
- Mastery goals = focus on learning, improving skills, and personal progress
- Example: “I want to be better today than I was yesterday.”
- Performance goals = focus on proving ability and external validation
- Example: “I want to prove how smart I am to others.”
Performance goals are associated with demonstrating competence therefore they tend to go with goals that are easy to attain or that they are already skilled at, and therefore they never give themselves the opportunity to learn
How do individuals holding mastery vs. performance goals differ in their response to challenges and setbacks? Summarize the findings of Grant and Dweck’s (2003) study of Columbia chemistry students.
o Performance goals can lead to helplessness and discouragement after setbacks (especially when individuals already doubt their abilities) –> will disengage and quit after failing
o Learning goals (focus on growth and understanding) foster resilience, persistence, and improved performance, even in the face of challenges
Longitudinal study of general chemistry students:
▪ Mastery-oriented goals predicted higher intrinsic motivation, grade improvement, and overall success
* Better test outcomes mediated by deeper engagement with course material
▪ Performance-oriented goals predicted deterioration in course performance after setbacks –> crumbled in the face of negative feedback
When are performance goals most likely to undermine performance? When are they most likely to improve performance?
They undermine performance when things are difficult. They improve performance when things are easy
How does a fixed mindset undermine performance following negative feedback/failure? What kind of strategies are individuals with a fixed mindset likely to engage in to make themselves feel better after failure feedback, and why is this counterproductive?
Summarize the relevant research evidence.
Individuals with fixed mindset less likely to take action to remedy performance –> will quit
▪ If you believe ability is fixed, why bother trying?
▪ Further, by trying to improve, you risk further failure –> which will further risk self-esteem
Strategies to feel better after failure
*Will refuse to take on any more risks
* Will review units that they already have mastered
*Tend to engage in downward social comparison –> compared themselves to people who did worse than them
–> All these strategies do not allow them to learn from their mistakes and improve
What is self-handicapping? Which type of mindset is more strongly associated with self-handicapping?
Self-handicapping = protecting one’s self-image by engaging in self-defeating behaviours that provide an excuse for later failure
o Associated with with a fixed mindset
Describe and contrast destiny beliefs and growth beliefs. What are the consequences of these types of beliefs for relationships?
Destiny beliefs: People are either compatible or they are not –> are happier with their relationship until things get difficult
Growth beliefs: Relationship challenges can be overcome –> resilient in the face of conflicts
Summarize the key findings of the Mueller & Dweck (1996) study on the effects of praise. How did they manipulate praise in this study? How do the different types of praise affect adoption of performance vs. mastery goals? How do the different types of praise affect attributions for failure and task enjoyment and motivation following failure? How do the different types of praise affect performance following failure? How do the different types of praise relate to mindsets, the type of information children seek out following negative feedback, and dishonesty?
Research study of 10-12 yo children performing test of problem solving
▪ Praised either for their ability (“you must be smart at these problems”)
▪ Or praised for their effort (“you must have worked hard at these problems”)
Goal choice of subsequent problems
* 2/3 of children praised for ability chose performance goals
* 92% of children praised for effort chose mastery goals
Second set of problems and failure feedback
* Children previously praised for ability attributed failure to lack of ability
* Children previously praised for effort attributed failure to lack of effort
* Children praised for ability reported less desire to persist and less enjoyment following failure
Third set of problems (no choice)
* Children in ability praise condition declined in performance
* Children in effort praise condition improved
o Additional findings—children in ability praise condition:
▪ Less likely to seek out information on useful strategies (prefer instead to see where they stand compared to others)
▪ More likely to misrepresent their scores to others (lie)
▪ More likely to express a fixed mindset for their intelligence
According to mindset theory, what role does practice play in the development of ability? How do innate differences in ability factor in?
Mindset theory does not argue that there are no innate differences in ability, but rather that effort, proper application of strategy, and good mentorship is essential for development of one’s full potential.
o Growth is possible regardless of where you start
o Abilities may lay dormant or stagnate without proper application
Describe the mindset intervention developed by Blackwell and colleagues (2007). What were the consequences of this intervention?
Study of low-performing 7th grade students
o Assigned to one of two groups:
▪ Experimental group: taught intelligence is malleable and can be developed (growth mindset)
▪ Control group: lessons on memory
-Students in experimental group endorsed incremental theory of intelligence more strongly after participating in the workshops
-27% of students in experimental group spontaneously cited by their teacher by showing positive change
- Decline in grades reversed in experimental group
Summarize the findings of the meta-analysis of mindset interventions discussed in class (Sisk et al., 2018)
Mixed results from subsequent studies of mindset interventions within education
o Recent meta-analysis
▪ No overall effect, although some evidence that academically high-risk & economically disadvantaged students may benefit from intervention
What are some common misconceptions of mindset theory?
It’s not just about praising effort
▪ A growth mindset also involves trying new strategies, adapting, and seeking input from others
▪ Students need to understand that effort must be directed effectively
Cultivating a growth mindset is not about telling students they can do anything
▪ It also requires giving them skills, tools, and strategies to improve
-Should not give empty praise
What is deliberate practice?
Effort is not enough!
Targeting specific aspects of performance that need improvement –> figuring out what is going to work best
▪ Clear and measurable goals
▪ Immediate feedback –> should fix mistakes immediately
▪ Staying in zone of proximal development –> push beyond current boundaries
▪ Expert guidance
How might “mixed messages” delivered by parents, teachers, supervisors, etc. undermine development of the growth mindset?
Difference between what they say and what they do
-Some interventions may backfire if students see themselves as in “need of help”
-mistakes should be framed as an opportunity to learn and to improve not as something that NEEDS to be fixed
Summarize the structure and findings of the National Study of Learning Mindsets described in class. How did experimenters attempt to foster a growth mindset in students?
Focus on lower-achieving students entering high school
o Experimental condition:
▪ Emphasis malleability of the brain
▪ Promoting internalization of message through personal reflection and writing message to another student –> reiterate what they’ve learned and apply it to themselves
▪ Effort alone is not enough—emphasized importance of strategy
o Results:
▪ Reduced prevalence of fixed beliefs
▪ Higher GPAs at the end of the ninth grade
▪ Some evidence that intervention more effective when behavioural norm among peers supportive of growth mindset beliefs and
challenge-seeking –> better improvement when those around you also believe in a growth mindset
