Growth Mindset

 GROWTH MINDSET

“I’m just not good at this subject.” “I can’t do this.” “This is too hard.” Sound familiar? Many of our students unfortunately come into our classrooms with negative preconceptions about their current skill set and ability to improve. Encouraging a growth mindset will help your students persevere, recover from failures, and persist in the course!

 

On this page, we will cover:

  1. What is a Growth Mindset?
  2. Encouraging Growth Mindset
  3. Conclusion
  4. Additional Resources
  5. References

 

What is a Growth Mindset?

Carol Dweck, a psychologist at Stanford University, identified two core mindsets, or beliefs, about one’s own traits that shape how people approach challenges: fixed mindset, the belief that one’s abilities were carved in stone and predetermined at birth, and growth mindset, the belief that one’s skills and qualities could be cultivated through effort and perseverance (Dweck, 2006, p. 24). 

Growth Mindset

Students with a growth mindset think “not yet” instead of “I can’t” (Dweck et al., 1995; Niederjohn, 2022). These students are willing to accept a challenge; errors aren't failures but seen as necessary steps and opportunities. The growth mindset allows students to interpret criticism about the task rather than just giving up. Dweck (2006) explained that “smartness” for these students could be defined as, "When it's really hard, and I try really hard, and I can do something I couldn't do before; I work on something a long time and I start to figure it out" (p. 24). Basically, those with a growth mindset feel that they are capable of improving their skills.

Fixed Mindset

In contrast to a growth mindset, a fixed mindset is characterized by phrases like “I can’t” (Dweck et al., 1995). Students with a fixed mindset find it harder to believe that improvement is possible and are more likely to feel discouraged by failure and give up before reaching their goals (Dweck, 2006). These students may have internalized labels placed on them earlier in their education; for example, low standardized test scores or critical feedback from instructors may have led these students to believe that they “just aren’t good” at a particular subject or at school in general (Niederjohn, 2022). 

Benefits

Dweck (2016) explained that students with a growth mindset generally achieve more, are more open to using support resources, and feel more empowered to succeed. In contrast, those with a fixed mindset generally worry more about appearances and are more likely to cheat or deceive others to gain an advantage because they don’t feel they are capable of actually improving themselves (Dweck, 2016). Growth mindset has been linked to higher levels of motivation, lower self-reported anxiety, and higher overall performance, both in education and in other fields (Dweck, 2000). Studies have suggested that when teachers actively foster a growth mindset, students’ academic performance improves (Kuh, 2008; Michaud et al., 2017; Yeager et al., 2013; Yeager et al., 2014); there may be additional lifelong psychological benefits (Niederjohn, 2022). Encouraging a growth mindset in your classroom may therefore be incredibly beneficial for your students. 

Clarifications

    1. Mindsets aren’t set in stone. Everyone has a mix of growth and fixed mindsets depending on the task, our mood at the time, and many other factors. One cannot simply develop a growth mindset and be finished; it is a continual process.
    2. Encouraging a growth mindset does not just mean praising and rewarding effort. Outcomes truly do matter; the point, as Dweck (2016) explains, is to guide students toward productive processes that lead to improvement, not to simply praise or reward unproductive effort.
    3. A growth mindset is not focused only on the positives. Only focusing on the “good” does not encourage true growth. Growth requires constructive feedback, opportunities to learn from experience, and assistance developing strategies for improvement.

 

Encouraging Growth Mindset

Metacognition

One of the most important ways that you can encourage a growth mindset in your students is also the simplest: just explain the concept to them! Our undergraduate students are often at a pivotal point in their lives, struggling with new material and unfamiliar concepts along with an entirely new way of learning that is usually much less guided than it was in high school. Even graduate students may find themselves struggling in ways they never had before as the complexity and difficulty of their tasks increase. Instructors can become an incredible source of encouragement by simply acknowledging that learning takes time and effort, and that it’s normal for students to not “be good” at something the first time they try (Sahagun et al., 2021). Encouraging metacognition, or an awareness of one’s own thought process, is an important high-impact practice that has been shown to improve outcomes for students from historically marginalized populations (Michaud et al., 2017). 

Share Your Own Struggles

When instructors share their own learning and growth process, it can increase students’ feelings of belongingness, especially for students from historically marginalized communities (Kirby & Thomas, 2022; Kuh, 2008). Even if you are “a natural” at your chosen field, you can still share your persistence and growth in another arena, such as a different subject or a personal hobby. This models the growth mindset and helps students combat imposter syndrome. 

Low-Stakes Practice

Failure can be the best teacher, but if failure comes with heavy consequences, students are more likely to experience anxiety and struggle to see the failure as a learning opportunity. Instructors can foster a growth mindset by building in low-stakes opportunities for practice, failure, and growth, such as quizzes worth few or no points, practice exams, and ungraded exercises such as group presentations and short writing assignments (Feldman, 2017). These activities can also be used to inform any early alerts that you need to be aware of. Speedy feedback on these assignments will help students correct any errors in thinking in time for larger assignments (Gutierrez Keeton et al., 2021; Montgomery, 2002). Additionally, be aware of your tone when providing feedback and consider using rubrics that employ positive language.

Self-Assessment

Building in opportunities for self-assessment can also help students recognize what type of mindset they have and make necessary adjustments. Instructors can give students small assignments that require them to reflect on their study habits, including procrastination and feelings of anxiety or avoidance. Instructors can also ask students to reflect on their past achievements to help them recognize the work that they are capable of putting in when trying to reach a goal (Montgomery, 2002). For example, an athletic student might benefit from reflecting on the training that was required to reach their current physical status, or an artistic student might consider how their skills improved only with time and practice. Educational ability is very similar: it takes work!

Wise Criticism Feedback

Cohen et al.’s (1999) study revealed that the feedback an instructor gives a student has the power to reduce perceived evaluator bias, increase motivation, and preserve a student’s identification with a domain—if the feedback includes two components: 

  1. First, the feedback must communicate high standards for performance ("I'm providing this feedback because I have high standards...").  
  2. Second, the feedback must provide assurances that the student is capable of meeting the high standards ("And I know that you can meet these standards."). This kind of feedback, known as wise criticism, appears to convey that students will not be judged based on stereotypes and that their abilities and belonging are assumed rather than questioned.

Later studies, such as Yeager et al. (2013) and Yeager et al. (2014), supported Cohen et al.’s (1999) findings and found an exaggerated beneficial effect for students from historically marginalized communities, specifically among African American students. Utilizing wise criticism is one important way that instructors can support students in developing a growth mindset. 

 

Conclusion

It might be a good idea to self-assess your own existing biases and beliefs about mindset before you begin incorporating the ideas presented in this Toolkit entry with your students. Aragón et al.’s (2018) research suggests that instructors’ beliefs about the nature of intelligence and their own unexamined convictions about learning can greatly influence their perceptions of students’ performance and their ability to successfully implement practices related to growth mindset, such as active learning strategies. Check out the additional resources and references at the end of this entry for more information about fixed vs. growth mindset to ensure that you understand the concepts and are ready to incorporate these ideas into your pedagogy. 

Being aware of growth and fixed mindsets is only the first step toward fostering student growth and achievement. Every expert was once a novice struggling to take their first step. By encouraging a growth mindset in your classes, you can help close the equity gap, increase student persistence, and improve students’ overall success! 

 

Additional Resources

College Transition Collaborative. (n.d.). Overview: Effective growth mindset culture messages Links to an external site.. Student Experience Project. 

Stanford Alumni. (2014, October 9). Developing a growth mindset with Carol Dweck Links to an external site. [Video]. YouTube. Links to an external site.

Stanford SPARQ. (n.d.) Wise critiques help students succeed Links to an external site.. Stanford University.

Wright, J. (n.d.) How to help students accept constructive criticism: “Wise” feedback Links to an external site.. Intervention Central.

 

References

Aragón, O. R., Eddy, S. L., & Graham, M. J. (2018). Faculty beliefs about intelligence are related to the adoption of active-learning practices Links to an external site.. CBE—Life Sciences Education, 17(3), ar47. 

Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide Links to an external site.. Personality & Social Psychology Bulletin, 25(10), 1302–1318. 

Dweck, C. S., Chiu, C.-y, & Hong, Y.-y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives Links to an external site.. Psychological Inquiry, 6(4), 267–285.

Dweck, C. S. (2000). Self-Theories: Their role in motivation, personality, and development. Psychology Press.

Dweck, C. (2006). Mindset: The new psychology of success. Ballantine Books.

Dweck, C. (2016, January 13). What having a “growth mindset” actually means Links to an external site.. Harvard Business Review.

Feldman, J. (2017). Do your grading practices undermine equity initiatives? Links to an external site. Leadership.

Gutierrez Keeton, R., Mendoza, Y., Zarate, M. E., & Magruder, E. D. (2021). Teaching faculty to reach first-generation college students: The impact of a professional development course on faculty Links to an external site.. College Teaching, 70(2), 152–160.

Kirby, L. A. J., & Thomas, C. L. (2022). High-impact teaching practices foster a greater sense of belonging in the college classroom Links to an external site.. Journal of Further and Higher Education, 46(3), 368–381.

Kuh, G. D. (2008). High-Impact Educational Practices: What they are, who has access to them, and why they matter. American Association of Colleges and Universities. 

Michaud, K., Bowen, L., Oh, J., & Adams, E. (2017). A data-informed approach to advancing equity. Peer Review : Emerging Trends and Key Debates in Undergraduate Education, 19(2), 11–15.

Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching, 50(1), 20, 34–40. 

Niederjohn, D. (2022, September 8). Increasing growth mindset and performance in the college classroom Links to an external site.. American Psychological Association. 

Sahagun, M. A., Moser, R., Shomaker, J., & Fortier, J. (2021). Developing a growth-mindset pedagogy for higher education and testing its efficacy Links to an external site.. Social Sciences & Humanities Open, 4(1), 100168. 

Yeager, Walton, G., & Cohen, G. L. (2013). Addressing achievement gaps with psychological interventions Links to an external site.. Phi Delta Kappan, 94(5), 62–65.

Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W., Williams, M. & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide Links to an external site.. Journal of Experimental Psychology: General, 143, 804-824.