The growth mindset, as proposed by Dweck (2006), can help limit students’ preoccupation with grades by shifting their focus from performance to learning. This mindset encourages students to view challenges as opportunities for growth rather than as threats to their self-worth. When students adopt a growth mindset, they are less likely to be preoccupied with grades and more likely to engage in deep learning, which can lead to better understanding and ultimately better performance (Yeager & Dweck, 2012).
Grit, defined as perseverance and passion for long-term goals, plays a crucial role in this process. It helps students persist in the face of difficulties and maintain their focus on learning rather than on immediate performance or grades (Duckworth et al., 2007). However, it’s important to note that grit can be misused if it leads to excessive rigor or stress, undermining students’ well-being and love of learning (Duckworth & Gross, 2014).
To prevent the growth mindset from becoming a fad or being improperly implemented, educators need to be well-informed about the theory and its applications. They should avoid oversimplifying the concept or using it to label students. Instead, they should create a supportive learning environment that promotes effort, strategy, and progress (Dweck, 2015).
While the growth mindset is a good start, it may not be enough on its own. To move learners toward adopting a Learner’s Mindset, educators need to foster curiosity, creativity, and a love of learning. This involves creating engaging learning experiences, providing constructive feedback, and encouraging students to take ownership of their learning (Duckworth & Yeager, 2015).
References:
Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319–325.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. S. (2015). Carol Dweck revisits the ‘growth mindset’. Education Week, 35(5), 20–24.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314.
