Write a personal reflection on a conceptual change. What did ✓ Solved
Write a personal reflection on a conceptual change. What did you used to believe, what did you come to believe, and what were the mechanisms of change? Write a personal reflection comparing and contrasting an aspect of your development with an aspect of developmental psychology discussed in class. How did class influence the way you look back on this aspect of your development?
Paper For Above Instructions
Personal reflections often serve as powerful tools for understanding and articulating the journey of one's beliefs and perceptions throughout life. In this reflection, I would like to share a significant conceptual change I underwent during my adolescence regarding the notion of intelligence. Initially, I subscribed to a fixed mindset, believing that intelligence was an inherent trait determined at birth. However, my exposure to various educational theories and frameworks changed my understanding fundamentally. Through this reflection, I will explore what I used to believe, what I now believe, the mechanisms of change that led me to this new understanding, and how developmental psychology concepts discussed in class influenced my introspection.
Initial Beliefs about Intelligence
In my early teenage years, I held a belief that intelligence was a static quality. I often felt overwhelmed when faced with academic challenges, attributing my struggles to a lack of intelligence. This fixed mindset made me avoid difficult subjects, fearing that any failure would reinforce the belief that I was simply 'not smart enough.' It created a narrative where I felt trapped by my capabilities, often dismissing opportunities for learning and growth. This perspective aligned closely with the theories of intelligence proposed by early psychologists, who emphasized innate abilities as the primary determinants of success.
Shift in Understanding
As I progressed through high school, I encountered educational settings and teachers that encouraged a growth mindset, a concept developed by psychologist Carol Dweck. This mindset posits that intelligence is not a static quality but rather a dynamic attribute that can be nurtured through effort, strategy, and resilience. This shift in understanding began with small steps—participating in group projects, seeking help when needed, and embracing challenges in mathematics and science. Through trial and error, I began to experience the joy of learning and the satisfaction of overcoming obstacles.
Mechanisms of Change
The change in my beliefs about intelligence can be attributed to various mechanisms. One major factor was the influence of my teachers, who adopted a more constructive approach to education. They provided feedback that emphasized the importance of effort over mere results, fostering an environment where mistakes were seen as a necessary part of the learning process. Additionally, peer support played a significant role; I surrounded myself with classmates who encouraged persistence and celebrated each other’s successes, further reinforcing the idea that growth was possible.
Influence of Developmental Psychology Concepts
In class, we delved into various aspects of developmental psychology that further illuminated my personal experiences. Concepts such as Vygotsky's theory of social development highlighted the importance of social interactions and cultural context in cognitive development. Vygotsky suggested that learning is a socially mediated process, which resonated with my experience during group work. Moreover, Erikson’s stages of psychosocial development illustrated how individuals grapple with identity and self-concept during adolescence, linking closely to my struggle with self-perception as a 'smart' person versus one who could grow through challenges.
Looking Back
Now, reflecting on my development through the lens of what I learned in class has provided me with deeper insights into my growth journey. I understand that my earlier struggle with a fixed mindset was not simply a personal flaw but part of a broader developmental trajectory that many people encounter. Recognizing this allows me to appreciate my perseverance and adaptability while fostering empathy for others who might face similar challenges.
Conclusion
In summary, the belief that intelligence is a fixed trait has transformed into an understanding of intelligence as a quality that can be developed. This conceptual change resulted from a combination of supportive educational environments, the influence of developmental psychology theories, and personal experiences of overcoming academic hurdles. Understanding these shifts not only informs my past but also shapes my approach to future challenges, fostering a belief that effort and perseverance are crucial to success. Embracing a growth mindset has opened doors to new opportunities for learning, ultimately enriching my educational and personal journey.
References
- Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Erikson, E. H. (1982). The Life Cycle Completed. W. W. Norton & Company.
- Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching. Jossey-Bass.
- Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.
- Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policies, and Practices, 5(1), 7-74.
- Sheldon, K. M., & Dunning, D. (2012). Does It Take a Village? The Relative Importance of Self- and Collective Efficacy in the Formation of the Growth Mindset. Personality and Social Psychology Bulletin, 38(4), 433-444.
- Tharp, R. G., & Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge University Press.
- Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
- Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Freeman.