How Do You Actually Develop A Growth Mindset? - InnerDrive ...

How To Develop A Growth MINDSET · Effort – By focusing on the processes and effort that allow people to be successful, you give them a template to replicate next ... 02086933191 [email protected] Workshops EducationWorkshops OnlineAcademy Webinars CognitiveScienceNetwork TheTeachingandLearningSummit Sportpsychology Business Resources Education SportPsychology Business Ourbooks Guides Education Sportpsychology AboutUs WhatWeDo Whoweare Ourclients Careers Inthemedia Contact 02086933191 [email protected] Workshops EducationWorkshops OnlineAcademy Webinars CognitiveScienceNetwork TheTeachingandLearningSummit Sportpsychology Business Resources Education SportPsychology Business Ourbooks Guides Education Sportpsychology AboutUs WhatWeDo Whoweare Ourclients Careers Inthemedia Contact HowDoYouActuallyDevelopAGrowthMindset? HowDoYouActuallyDevelopAGrowthMindset? Mostpeopleintheeducationandsportworldsnowknowthedifferencebetweenfixed(abilityissetinstone)andgrowthmindset(abilityismalleable).Buthowdoweactuallyhelpdevelopagrowthmindset?Whatarethesortsofbehavioursandhabitsthatweshouldbeencouraging?     Whatisa GrowthMindset? Themostcommonknowledgearoundgrowthmindsetremainsitsdifferencefrom afixedmindset.We’vebloggedpreviouslyaboutthebestwaytocapturepeople’sattentionanddesirefordevelopingtheirmindset,aswellaswhyit’sbestnottooverstatethebenefits.Butwhatpeoplereallywanttoknownowishowtodevelopagrowthmindset. CarolDweckhasstatedthatteachingpeoplethattheirbraincanchangeisagoodstartingpoint. Dweckalso warnsagainstpraisingachild’snaturalabilityorintelligence,asthiscanleadtoafixedmindset.Inyoungchildren,aseriesofstudiesfoundthatpraisingintelligencecanleadtothemgivingupquicklyafterexperiencingfailure,areductioninenjoyment,andevenviewingeffortasasomethingonlyneededby lessable people. Thereisstillalotofdebateabouthowbesttohelpsomeonedevelopagrowthmindset.Alotoftheresearchonlymeasuresshorttermimpact.Arecentstudysuggeststhatonlineprogrammescandelivermindsetinterventionsthatarescalableacrossschools.Asmoreresearchisconducted,wewillnodoubtlearnthemosteffectivewaystofacilitateagrowthmindset. Inthemeantime,herearesixbehavioursthatwethinkmightbeworthpraising:   HowToDevelopAGrowthMINDSET Effort–Byfocusingontheprocessesandeffortthatallowpeopletobesuccessful, yougivethematemplatetoreplicatenexttime.Praisingefforthasbeenshowntohavealonglastingimpact.Inonestudy,childrenaged2-3whowerepraisedfortheireffortweremorelikelytohaveagrowthmindsetfiveyearslaterwhenaged7-8.Furthermore,thistypeofpraisehasbeendemonstratedtoenhancesomeone’sintrinsicmotivation. DifferentStrategies –Inarecentinterview,Dweckstatedthat'tellingkidstotryharderisn'tenoughtopromoteagrowthmindset'.Onestrategythatcouldworkisadvisingthemtoaskmetacognitivequestions,suchas,'whatcouldIdodifferently?'.Thishelpschildrenavoidthetrapofworkinghardbutrepeatingthesamemistakes. Learning–Fortyyearsago,apsychologistinAmericastudiedhowprimaryschool studentsviewedanupcomingtest.Somestudentsvieweditasachancetotesthowmuchtheyhavelearnt.Othersvieweditasanopportunitytocomparethemselvesagainsttheirclassmates.Thosewhofocusedmoreoncomparisonaresaidtohaveanego-orientation,whereasthosewhofocusedonlearningaretask-orientated.ThisworkwasthebasisofsomeofDweck’searlyresearch.Taskorientationhassincebeenassociatedwithbettermotivation,confidence,self-regulation,academicperformanceandreducedanxiety.Althoughthisisprobablycommonsense,wherepossible,trytofosteramindsetthatisfocusedonlearning,developmentandimprovement,andnotjustonoutscoringaclassmate. AskingforFeedback–Peoplewithagrowthmindsetseekoutandvaluefeedbackmorethanthosewithafixedmindset.Onepossiblereasonforthisisthatthosewithagrowthmindsetseeneweventsasanopportunitytolearnnewthings,developandchallengethemselves;whereas,thosewithafixedmindsetseethemasatest(andthereforejudgement)againsttheirability.Aswellasgivingsomeonefeedback,theactualbehaviourthatshouldbepraisedistheirseekingoutthisfeedback.Thiswillleadtothemaskingfor feedbackagaininthefuture,whichisapositiveresponsetoeithersuccessorfailure. Persistence–Theabilitytopersistandovercomesetbacksisseenbymanyasakeylifeskill.ManyOlympicchampionshavedevelopedthisskill,andtheyattributeitasakeypartoftheirsuccess.Researchindicatesthatthosewithagrowthmindsetwillpersistforlonger.ResearchinAmericaon'Grit'(thedefinitionforgritislongtermperseveranceandpassiontowardsasingulargoal)isinitsearlystages,buthasbeenlinkedtosuccessinschool,university,militarytrainingandgenerallyinlife.Wethinkthiswillbeaninterestingareaofresearchtokeepaneyeonoverthecomingyears. ChoosingDifficultTasks–Peoplewithafixedmindsetequatemakingmistakeswithhavinglowlevelsofability.Thiscanleadtopeopleplayingittoosafeforfearoflookingbad.Overtime,thisleadstoworseperformance.Mistakeshappenandtheyareinevitable.Learningismessyandneverstraight-forward.Byencouragingsomeonetochoosedifficulttasksandstretchthemselves,wethinkitwillhelpthemdeveloptheirmindset.Thisgrowthmindsetcouldhelpdevelopasenseofbothcourageandcuriosity:importantlifeskillsthatextendbeyondjustgettinggoodgradesorplayingsportbetter. SettingHighStandards–Inafascinatingstudyofknowingyourlimits,researchersaskedparticipantstocycleashardastheycouldfor4000m.Later,participantsweregiventhesameinstructionsbutwereabletoraceagainstanavataroftheirpreviousride.Whattheydidn’tknowwasthattheavatarwasactuallygoingfasterthantheirpreviousride.Theresult?Theparticipantsrodealongsidetheiravatar,ridingsignificantlyfurtherthantheirpreviousmaximalefforts.Theimplicationisthatpeoplearepoorpredictorsoftheirbesteffortsand,whenpushed,maysurpasstheirownexpectations. 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