People with a growth mindset are also constantly monitoring whatâs going on, but their internal monologue is not about judging themselves and others in this way. Certainly theyâre sensitive to positive and negative information, but theyâre attuned to its implications for learning and constructive action: What can I learn from this? How can I improve? How can I help my partner do this better?
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Itâs also important to realize that even if people have a fixed mindset, theyâre not always in that mindset. In fact, in many of our studies, we put people into a growth mindset. We tell them that an ability can be learned and that the task will give them a chance to do that. Or we have them read a scientific article that teaches them the growth mindset. The article describes people who did not have natural ability, but who developed exceptional skills. These experiences make our research participants into growth-minded thinkers, at least for the moment - and they act like growth-minded thinkers, too.
Focus on that thing [failure]. Feel all the emotions that go with it. Now put it in a growth-mindset perspective. Look honestly at your role in it, but understand that it doesnât define your intelligence or personality. Instead, ask: What did I (or can I) learn from that experience? How can I use it as a basis for growth? Carry that with you instead.
A growth mindset is about believing people can develop their abilities. Itâs that simple. It can have many repercussions, but thatâs what it is at its core.
Many people believe that a growth mindset is only about effort, especially praising effort. I talked earlier about how praising the process children engage inâtheir hard work, strategies, focus, perseveranceâcan foster a growth mindset. In this way, children learn that the process they engage in brings about progress and learning, and that their learning does not just magically flow from some innate ability.
The first important thing to remember here is that the process includes more than just effort. Certainly, we want children to appreciate the fruits of hard work. But we also want them to understand the importance of trying new strategies when the one theyâre using isnât working. (We donât want them to just try harder with the same ineffective strategy.) And we want them to ask for help or input from others when itâs needed. This is the process we want them to appreciate: hard work, trying new strategies, and seeking input from others.
Even parents who hold a growth mindset can find themselves praising their childâs abilityâand neglecting to focus on their childâs learning process. It can be hard to shake the idea that telling kids theyâre smart will build their confidence.