Learners benefit less from beliefs in personal growth in environments with low upward mobility
Photo by Nikhita S on Unsplash
What is it about?
The belief that one's talents and abilities can be developed, or what scholars call a growth mindset, is a powerful stimulant to learning. We show that the mindset loses its luster in facilitating learning and performance in environments with limited upward mobility for disadvantaged learners. This pattern is observed across existing educational systems as well as lab-constructed environments.
Why is it important?
Recent debates about the failure of the education system in uplifting the disadvantaged have focused on the implications for social justice and stability. Learners’ psychology is understudied. Our study shows that stunted upward mobility in a learning environment incurs costs to individuals’ active learning and development by reducing the potency of adaptive beliefs.
The following have contributed to this page: Lile Jia, Chun Hui Lim, and Yia Chin Tan