Growth Mindset and the Gospel Community

Since publication in 2006, noted Stanford psychologist Carol Dweck’s research on mindset has influenced P-12 curriculum and instruction, helping pre-school, elementary and secondary educators create learning environments that help children and adolescents achieve more rigorous learning outcomes. This essay poses the question of whether it should create an equal impact on higher education, and, more specifically, on Christian teacher preparation programs. The article first reviews the differences between fixed and growth mindsets, misconceptions of the two, and how the two models affect learning at all levels. The essay then gives five scripturally grounded reasons for encouraging a growth mindset in Christian higher education as well as reasons why fixed mindset often prevails. Finally, the author offers three strategies for modeling growth mindset in teacher preparation programs, using examples from Christ’s own teaching that reflect characteristics of growth mindset teaching as well as specific classroom examples from one Christian teacher preparation program

HUBUNGAN ANTARA GROWTH MINDSET DENGAN GRIT PADA REMAJA GENERASI Z

Gen Z is analogous as strawberry generation because they assumed to be creative, skilled, and critical, but are vulnerable to destruction or lack resilience when facing competition or obstacles. This can be assumed if Gen Z lacks toughness or what is also known as grit. Grit is the perseverance, tenacity, perseverance, and fortitude that a person has in maintaining their interest or doing something even though they face challenges in everyday life. With grit, a person tends to be able to persevere and remain focused on goals even when facing difficult difficulties or obstacles. One of the factors thought to be related to grit is a growth mindset. This research aims to find out whether there is a positive relationship between a growth mindset and grit in the Generation Z group of teenagers. The research method used is a correlational quantitative method. The sampling technique used accidental sampling with a total of 299 subjects whose criteria were a junior high school student and high school student. The research instruments used were the “Alat Ukur Mindset” and the Grit-S Scale. Data analysis used pearson correlation analysis. The results of this study show that there is a positive correlation between growth mindset and grit in generation Z teenagers (r = 0.278). This shows that the higher the growth mindset, the higher the grit in generation Z teenagers, and the contribution of growth mindset to grit is 7.9%

Growth Mindset and Persistence in Children's Creative Performance

Motivation literature regarding children’s academic achievement is quite extensive and can typically be separated into two mindsets: growth mindset and fixed mindset, which vary on their level of persistence (i.e., effort toward a task, Dweck, 2006). Individuals with a growth mindset find persistence is useful because they believe their abilities can change through hard work. Individuals with a fixed mindset find persistence is not useful because they believe their abilities cannot change with hard work. In the domain of creative achievement there is a lack of research on mindset and persistence during creative performance. Research shows that adults underestimate the value of persisting in their own creative performance (Lucas & Nordgren, 2015). However, this has not been examined in conjunction with mindset or in a younger sample. The aim of this study was to determine if children also show this underestimation of persistence and if children who are more growth minded will value persistence during their own creative performance. Children of all age groups undervalued their persistence in a creativity task, but children who were more creative did a better job in estimating their persistence. Mindset was not related to children’s value of persistence for their own creative performance, nor did mindset interact with age. These results suggest children are doubtful of persistence as a valuable strategy in their own creative performance for creative achievement

Developing a growth mindset in education: A bibliometric analysis and its challenge during pandemic

The growth mindset is essential for learning because students encounter numerous obstacles during the pandemic. However, only a few studies have examined research trends in growth mindset pedagogy. In filling this gap, this study aims to conduct a bibliometric study using the growth mindset pedagogy during the pandemic. Data from 81 Scopus-sourced scholarly articles on growth mindset in education from 2020–2022 was used. Vosviewer qualitatively analysed the data. Results showed that the research cluster's growth mindset is diverse and adaptive to learning dynamics, notably during the Covid-19 pandemic. Several research clusters examined instructors, students, and parents' roles in learning. Another cluster focuses on academic achievement and teacher efforts to improve student performance. Research also addresses student issues like depression, academic fatigue, and suicide ideation. Research on a growth mindset in education has grown quantitatively since 2021. Clusters 1, 2, and 4, 5 have the most research on active learning design to improve student academic performance and accomplishment through teachers and other supporting elements. Even though academic fatigue can lead to depression and suicidal ideation, research on academic achievementrelated student issues is scarce. In conclusion, a growth mindset can significantly contribute to enhancing academic performance and solving learning problems

The Growth Mindset in the Bangladeshi EFL Context

In this paper, we report on the results of a questionnaire conducted with 160 teenage students in Bangladesh. The purpose of the study was to gain a deeper understanding of the students’ beliefs in regards to the innateness of intelligence（i.e., their mindsets）, especially whether students believed becoming proficient in English depended on having an innate skill and luck or could be nurtured through hard work and discipline. The results of the study suggested students in Bangladesh tend to have growth mindsets in their English studies. When the sample was divided into two groups according to their courses of study, it was discovered that students studying science had significantly stronger growth mindsets for English than students studying humanities

Fixed and Growth Mindset in Undergraduate Students: Impacts on Academic Achievement and Resilient Behaviors

The study of mindset is relevant to various outcomes that occur across the span of a college student’s career. There are two different mindsets that all students view themselves through the lens of, a fixed mindset and a growth mindset. The fixed mindset implies that traits are unchangeable, whereas the growth mindset implies that traits are malleable (Dweck 2015). The current study sets out to examine the relationship between mindset and academic achievement, mindset and resilient behaviors, and the potential meditational variables between mindset and academic achievement, in an undergraduate population. Participants completed a Federal Educational Rights and Privacy Act (FERPA) release form for their official semester GPA and measures assessing mindset, procrastination, study habits, self- handicapping habits, depressive symptoms, and intrinsic versus extrinsic motivation. Participants completed questionnaires in a lab in the Psychology department for research credit. Mediational analyses were not run due to a lack of variability in the data that produced a negative relationship between growth mindset and GPA in participants. The predicted relationship between emotion growth mindset and lower levels of depressive symptoms was found. Further research on this topic is necessary to explore results that are inconsistent with the present literature on the topic

On the domain-specificity of mindsets: The relationship between aptitude beliefs and programming practice

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2013 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/ republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs. Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus, educators should consider the role of programming-specific beliefs in the design and evaluation of introductory courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks

Moral Growth Mindset is Associated with Change in Voluntary Service Engagement

Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two two-wave studies. We surveyed participants’ implicit theories of morality and participation in voluntary service activities. The effect of implicit theories of morality on change in service engagement was analyzed through regression analysis. In Study 1, the moral growth mindset significantly moderated longitudinal change in service engagement. In Study 2, the moral growth mindset significantly influenced engagement in art-related activities, while it significantly moderated change in engagement in youth-related activities

Climate change and rising energy costs will change everything: A new mindset and action plan for 21st Century public health

Western governments currently prioritize economic growth and the pursuit of profit above alternative goals of sustainability, health and equality. Climate change and rising energy costs are challenging this consensus. The realization of the transformation required to meet these challenges has provoked denial and conflict, but could lead to a more positive response which leads to a health dividend; enhanced well-being, less overconsumption and greater equality. This paper argues that public health can make its best contribution by adopting a new mindset, discourse, methodology and set of tasks

Effects of Movement, Growth Mindset and Math Talks on Math Anxiety

Mathematical anxiety is prevalent in our schools. This research provides insight into how mathematical anxiety develops and how it affects students throughout their lives. This study focuses on the mathematical anxiety and mathematical self-concept of five second grade classes at an economically disadvantaged school in rural North Texas. The study looked to see if adding the interventions of movement, mathematical growth mindset and math talks to a classroom would improve the mathematical self-concept of the children in the classrooms which participated. The study contained three classrooms of students who participated in the interventions and two classrooms which were used as a control group. All five second grade classrooms completed a pre and post-intervention survey of mathematical self-concepts. The three main categories measured by the survey were math self-concept, comfort using different mathematical strategies and comfort level with discussing and using math concepts in front of peers. The children received mathematical movement lessons on Mondays, growth mindset journaling and discussions on Tuesdays and mental math number talks on Wednesdays. After the four-week study, the results showed an overall gain in positive responses for the three categories, which were measured for this study in the intervention group. The control group did not show as much of a positive gain as the intervention group did, and in some cases actually went down in positive responses