Growth and Fixed Mindsets According to Dweck (2007) ✓ Solved

According to Dweck (2007), human beings can depict negative emotions such as frustrations, anger, boredom, apathy, and other related responses due to an intense workload, failure in exams, loss of employment, and other issues. Human thoughts or interpretation of specific events could change how they experience them. Back then, my family had moved to a new state where my father had received a new post. Three days after settling in the new state, I enrolled in Grade 5 in a school where big-bodied students participated more in Mathematical sessions than their counterparts like me.

In my previous school, I was often scoring an A in this subject. On this very day, my new Mathematics teacher asked a mathematical question that defeated the entire class, including the perceived mathematicians. Out of fear, I attempted the question and got the wrong answer. Most of the big-bodied boys and girls laughed at me mockingly, asserting that a small-bodied thing like me would not get the answer right if people with adequate flesh had failed. In Dweck’s view, a negative attitude can frustrate one’s effort to concentrate on the former favorite activity, thus shifting attention to easy tasks.

Consequently, I failed my first test by scoring an F. My father reacted furiously by isolating me every time he bought gifts for my siblings. In response, I promised myself to overcome this prevailing belief that small-bodied students cannot perform in Mathematics. I spent more time with my elder brother and this friendly mathematics teacher to prove everyone wrong. When we sat for the last exam that term, I shocked everyone promoting that belief by scoring an A in Mathematics.

My parents, teachers and other stakeholders gifted and encouraged me to continue with the same trend. Indeed, I never disappointed them; thus, my current managerial position in a reputable company. An analysis of the above narrative in the scope of Carol Dweck’s growth and fixed mindsets theory could help explain how we respond emotionally depending on our mindsets. According to Dweck (2007), both the “subconscious and conscious perceptions can affect one’s desires and attempts to access them.” More so, most people's thoughts and personality awareness originate from mindset, thus facilitating or obstructing achievements.

There are two types of mindsets in psychology: “fixed and growth mindsets” (Dweck, 8). Having a fixed mindset creates a feeling of not being good enough to achieve a certain objective. This situation can deter one from performing the perceived difficult tasks, thus prioritizing the easier ones. On the other hand, the growth mindset (often associated with adults) is a belief that practice and perseverance can help overcome challenges and attract good outcomes (Dweck, 17). Indeed, this type of belief can orchestrate the feeling of managing behavior and emotions and optimizing certain areas of interest.

Besides, a negative mindset can inhibit one's ability to perform well in challenging activity or prefer easy tasks. Children could perceive that performing a specific activity is a dormant state that is uncontrollable. Although I was a child, I managed to read through my father’s anger after learning that performing poorly in Mathematics orchestrated his cold reception. This frustration motivated me to identify my newly acquired fixed mindset that being small-bodied associates with easier tasks while having a big body results in optimized performance in strenuous activities. I therefore worked hard and defied this belief to bring a permanent solution.

Thus, if the same experience emerged today, I would still adopt the growth mindset to overcome the challenges and attain my goals.

Paper For Above Instructions

The impact of mindsets on learning and performance is a significant theme in educational psychology. Carol Dweck, a notable psychologist, has extensively studied mindsets, distinguishing between fixed and growth mindsets. A fixed mindset leads individuals to believe that their abilities and intelligence are static, while a growth mindset fosters the belief that they can enhance their abilities through effort and learning (Dweck, 2006). This distinction is crucial, as it influences how students approach challenges and failures.

In my personal experience, moving to a new school and failing at math was a defining moment shaped by my mindset. Initially, when faced with a challenging math problem that was beyond my understanding, I allowed my fear of failure to take hold. The negative remarks from my peers not only added to my self-doubt but also reinforced a fixed mindset. This mindset initially led me to internalize the belief that my physical stature dictated my capabilities in mathematics. It was only when I resolved to change my attitude and embrace a growth mindset that I began to excel.

Dweck (2007) emphasizes the importance of resilience in the face of setbacks. My own journey demonstrates this message; after experiencing the sting of failure, I sought assistance from my brother and my teacher. This choice to seek help was a clear reflection of adopting a growth mindset; rather than retreating into self-doubt, I actively pursued the resources necessary to improve my skills. Consequently, I achieved a commendable turnaround, scoring an A in my final exam. This experience not only altered my academic trajectory but also instigated a more profound shift in my emotional resilience and adaptability.

However, it is important to highlight that embracing a growth mindset is not a panacea for all obstacles. Many students, particularly in high-stakes environments, may still struggle with anxiety and self-doubt. Dweck (2006) acknowledges that even those with a growth mindset can encounter significant challenges, particularly when external pressures mount. Thus, it is essential for educational practices to create supportive environments that foster the growth mindset while also addressing students' emotional and psychological needs.

For educators, incorporating practices that promote a growth mindset can be transformative. Dweck suggests that praising process over ability can help students internalize the idea that effort is linked to achievement (Dweck, 2006). By valuing effort, educators can help minimize the fear of failure that often accompanies graded assessments, thereby encouraging students to tackle subjects they may ordinarily avoid.

Furthermore, teaching students coping strategies to manage failure and setbacks is vital. Encouraging them to view mistakes as learning opportunities rather than reflections of their worth can dismantle the barriers posed by fixed mindsets. As my own story illustrates, struggling in math initially felt like an insurmountable obstacle, but through determination and reshaping my mindset, I was able to overcome it.

Researchers have also initiated various interventions aimed at fostering a growth mindset in educational settings. In studies conducted by Blackwell, Trzesniewski, and Dweck (2007), middle school students who were taught about the malleability of intelligence showed significant improvement in their math and science grades compared to those who were not exposed to such concepts. These findings underscore the critical role that mindset education can play in enhancing student performance.

Ultimately, the implications of Dweck's work on growth and fixed mindsets extend far beyond the classroom. In professional environments, adopting a growth mindset can influence leadership styles, team dynamics, and overall organizational culture. Leaders who embody a growth mindset can foster innovation, resilience, and cooperation within their teams, which are essential elements for success in today’s rapidly changing workplace.

In conclusion, the interplay between growth and fixed mindsets significantly shapes individuals' responses to challenges throughout their lives. My personal narrative exemplifies this dynamic, revealing how a shift in mindset can herald a transformation in one's learning journey. As we strive for continuous growth and improvement in various domains, embracing the principles of a growth mindset will remain essential for achieving our personal and professional aspirations.

References

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