In the first of three studies for their recent paper, Ehrlinger and her colleagues found that students who hold a fixed
mindset about intelligence were more overconfident about their performance on a multiple - choice test than those with a growth mindset.
This project explores how students»
mindsets about intelligence and other psychological factors (e.g., grit, self - control) predict college success and the ways in which home, school, and neighborhood environments may influence these relationships.
Not exact matches
When it comes to beliefs
about human achievement, a fixed
mindset is the belief that
intelligence, for example, is almost entirely innate.
Carol Dweck and her colleagues at Stanford teach
about the importance of a growth
mindset — how individuals who believe they have unlimited capacity to learn throughout their lifetime outperform those who believe that
intelligence is fixed.
Developing a growth
mindset can happen at any grade level, as Dweck's research has shown that student ideas
about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.
They build on research and evidence
about the learning process and the nature of
intelligence, and positive
mindset.
After all, our work with Growth
Mindsets is
about helping students increase their talents, abilities and
intelligence, not simply giving them the understanding that they can.
These factors include
mindset, students» beliefs
about their
intelligence and abilities, their habits of self - control and their reactions to everyday setbacks.