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Transforming Students’ Motivation to Learn
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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Research Overview
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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Growth Mindset
Research Background
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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Carol Dweck, Ph.D.
• Dr. Carol Dweck is one of the world’s leading researchers in the field of motivation and has devoted decades to growth mindset research. She is Brainology’s co-founder and the program is based on her research.
• Her books include: Mindset and Self-Theories
• More on Dr. Dweck at:– http://www.mindsetonline.com/
– http://en.wikipedia.org/wiki/Carol_Dweck
– http://www-psych.stanford.edu/~dweck/
– http://www.brainology.us/about/carol.aspx
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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Mindsets
Fixed Mindset
intelligence is a fixed trait
Growth Mindset
intelligence is a malleable
quality, a potential that can be
developed
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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Recent Research in
Cognitive Psychology & Neuroscience
is Supporting the Growth Mindset
a Scientific American article summarizing this research
can be found at
http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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What Mindsets DoGoals
Fixed Mindset Students Say
Learning is Most Important
“It’s much more important for
me to learn things in my
classes than it is to get the best
grades.”
Growth Mindset Students Say
Looking Smart is Most
Important
“The main thing I want when I
do my school work is to show
how good I am at it.”
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What Mindsets DoEffort Beliefs
Fixed Mindset Students Say
Effort is positive
“The harder you work at
something, the better you’ll be
at it.”
Growth Mindset Students Say
Effort is negative
“To tell the truth, when I work
hard at my school work it
makes me feel like I’m not very
smart.”
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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What Mindsets DoStrategies After Failure
Fixed Mindset Students Say
Resilient
“I would work harder in this
class from now on.”
“I would spend more time
studying for the tests.”
Growth Mindset Students Say
Helpless
“I would spend less time on this
subject from now on.”
“I would try not to take this
subject ever again.”
“I would try to cheat on the next
test.”
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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Study #1 on
Students Making a Transition
to 7th Grade, from:Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007).Implicit Theories of Intelligence Predict Achievement Across an
Adolescent Transition: A Longitudinal Study and an Intervention.
Child Development, 78. 246-263.
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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Math Achievement in Junior HS
72.0
72.573.0
73.574.0
74.5
75.075.5
76.076.5
77.0
Entering
Academic
Year
Fall
Year 1
Spring
Year 1
Fall
Year 2
Spring
Year2
Fixed
Growth
growth mindset
fixed mindset
Ma
th G
rad
es
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
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Study on
How Mindsets Are
Communicated
from:Mueller, C. M. & Dweck, C. S. (1998).
Intelligence praise can undermine motivation and performance.
Journal of Personality and Social Psychology, 75, 33-52..
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Each student worked on a non-verbal IQ
test & was given one kind of praise
Intelligence Praise
“Wow, that’s a really good
score. You must have tried
really hard.”
Effort Praise
“Wow, that’s a really good
score. You must be smart at
this.”
Control Group “Wow, that’s a really good score.”
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
®
Effects of Intelligence vs. Effort
PraiseGrowth
MindsetLearning
High
High
Increased
Fixed
MindsetLooking Smart
Low
Low
Decreased
Goals
Confidence
Motivation
Performance
After
difficult
trial
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# of problems solved on the IQ test
Trial 1 (before failure) and
Trial 3 (after failure)
4.5
5
5.5
6
6.5
Trial 1 Trial 3
Effort Praise
Control Praise
Intelligence Praise
# o
f P
rob
lem
s S
olv
ed
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Lying: Students who misrepresented
their scores
0
0.1
0.2
0.3
0.4
Intelligence Control Effort
Pro
po
rtio
n o
f C
hil
dre
n
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®
Study #2 on
Students Making a Transition
to 7th Grade, from:Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007).Implicit Theories of Intelligence Predict Achievement Across an
Adolescent
Transition: A Longitudinal Study and an Intervention.
Child Development, 78. 246-263.
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
®
Changing Mindsets
The Brainology® concept was initially
piloted as an instructor-delivered
intervention
Experimental
ProcedureControl Group
Growth
Mindset
Group
Study Skills
Training8 6
Growth Mindset
Training- 2
Total 8 8
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®
Growth Mindset Material Used
• the growth
mindset training
used a
4-page article
developed for the
study
– you can read this
article at:http://www.brainolog
y.us/websitemedia/yo
ucangrowyourintellig
ence.pdf
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
®
Change in Math Grades
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
3
Tim
e 1
Tim
e 2
(P
re-
Inte
rven
tion
)
Tim
e 3
(P
ost
-
Inte
rven
tion
)
Control
Growth
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
3T
ime 1
Tim
e 2
(P
re-
Inte
rven
tion
)
Tim
e 3
(P
ost
-
Inte
rven
tion
)
Control
Growth
Ma
th G
rad
es
www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.
®
% Identified as
Increasing in Motivation
9
27
0
5
10
15
20
25
30
Control Growth
% I
de
nti
fie
d a
s In
cre
as
ing
in
Mo
tiva
tio
n