What is it about?

Mindsets of ability (“fixed” and “growth” mindsets) play an important role in whether students enjoy learning and whether they succeed in school. But how can we, as educators and parents for example, help to support the development of students' growth mindsets specifically? This article describes how growth and fixed mindsets function as patterns that become entrenched: patterns of behaviour, cognition, and affect, and how these patterns must be understood in the real-life social context in which they occur. The article describes the specific ways in which mindsets - as patterns - develop and change, and what we need to consider and do in order to bring about longstanding change, either via our everyday interactions with students or via interventions.

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Why is it important?

If we have a deeper understanding of how mindsets develop and change, we will be able to support the development of growth mindsets and intervene on fixed mindsets more effectively. This information is useful for educators, parents, or developers of interventions and policy. Research shows that interventions don't necessarily work for everyone. This article can help provide an understanding of why and how support and interventions can be catered to the individual student depending on the nature of their mindset patterns and the context in which they occur.

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This page is a summary of: A process model of mindsets: Conceptualizing mindsets of ability as dynamic and socially situated., Psychological Review, March 2023, American Psychological Association (APA),
DOI: 10.1037/rev0000425.
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