Role of Growth Mindset Dr.

Priyanka Sharma
and Academic Motivation Khanduja
Krea University
in Learning
 FIXED VERSUS GROWTH MINDSET INTRINSIC VERSUS EXTRINSIC
MOTIVATION

What will we
do today?

THEIR ROLE IN STUDENT HOW CAN WE DEVELOP A

LEARNING AND ACADEMIC GROWTH MINDSET AND BE
BEHAVIOURS INTRINSICALLY MOTIVATED?
Some people try harder in school

Persevere

Take on more challenging tasks

WHY? WHY ?
See failure as an opportunity

Do not shy away from asking

Growth Mindset, Intrinsic Motivation and
Achievement

• Decades of research show a powerful relationship

between mindset, motivation and achievement.

• Students’ beliefs about intelligence and learning impact:

• Motivation
• Academic behaviors (e.g., studying and seeking
help)
• Responses to challenges and setbacks
• Academic achievement
Growth Mindset vs.
Fixed Mindset
• Fixed mindset
• Intelligence is a fixed trait. You
can’t change it.

• Growth mindset
• You can grow your intelligence
through effort.
Growth Mindset vs. Fixed Mindset

These two beliefs lead students to very different And the meaning they make – the narrative they
conclusions about the meaning of events construct – determines the behaviors in which
they choose to engage
Consequences of Mindsets

•Blackwell, Trzesniewski, & Dweck

2007
Fixed Growth
Mindset Mindset

Goals in school Look Smart Learn

Values effort
Reaction to
failure

Achievement
Consequences of Mindsets

•Blackwell, Trzesniewski, & Dweck

2007
Fixed Growth
Mindset Mindset

Goals in school Look Smart Learn

Values effort No Yes

Reaction to
failure

Achievement
Consequences of Mindsets

•Blackwell, Trzesniewski, & Dweck

2007
Fixed Growth
Mindset Mindset

Goals in school Look Smart Learn

Values effort No Yes

Reaction to Give Up Work
failure Harder

Achievement
Consequences of Mindsets

•Blackwell, Trzesniewski, & Dweck

2007
Fixed Growth
Mindset Mindset

Goals in school Look Smart Learn

Values effort No Yes

Reaction to Give Up Work
failure Harder

Achievement Lower Higher

 Recursive Processes
Higher
Achievement
Increased
Effort
Growth
Mindset

Challenge
or Failure

Fixed
Mindset
Reduced
Effort
Lower
PERTS Centre, Stanford University Achievement
Motivation and Learning
• Self Determination Theory: Distinguishes between Self determined
and controlled types of motivated behaviour. Individual is motivated
to act by three needs: Autonomy, Competence and Relatedness.

Auton Contro
omous lled
• Choice • Compl
iance
Intrinsic and Extrinsic Motivation

Intrinsic: Its own sake

Extrinsic: Instrumental
• Internalisation
• External Regulation
• Introjected Regulation
• Indentified Regulation
Consequences of Intrinsic and
Autonomous External Motivation
• Better academic performance, achievement and learning
behaviours
• Greater conceptual learning and better performance on memory
tasks
• More positive emotions, enjoyment of academic work, higher
satisfaction in school
• Higher self esteem and Less Anxiety
• Better at coping with failures
Social contextual influence on
Motivation
Social contexts that support needs for competence,
relatedness and autonomy promote intentional
action.
• Competence
• Optimal Challenges
• Performance Feedback
• Relatedness
• Parental Involvement
• Peer Acceptance
Only in autonomy supportive networks
Mindsets and Motivations Can Change!
•Rigorous research also shows that
they CAN change
•When they are changed to have a
Growth Mindset and are autonomously
motivated, students do better.
 The language we use tells
How Do others what we believe
Everyday and what we value
Interactio
ns Shape Feedback tells us what is
our expected of us and what
beliefs? goals we should have
 Growth Mindset Praise
Don’t Focus On:
• Qualities commonly interpreted as stable,
like talent or intelligence
Do Focus On:
• Effort and strategies used
• “I like how you tried a new way to solve that.”
• Abilities improving over time with practice
• “You’ve been practicing and I can see it’s paying off.”
• Mistakes and being challenged as necessary part of learning
• “I love mistakes because they’re an opportunity to learn –
being challenged is when the brain grows most.”

•PERTS Centre, Stanford University

 • Positive feedback for self-initiated activities
• Effort based positive feedback
Some ways • More participation and choice in decision
to increase making process of classroom
Autonomous • Non controlling language in feedback
• Make the value of the activity known
motivation
• Create autonomy supportive structures
around classroom at the policy level
Thank you