Growth Mindset – 11 Plus Tutors Cultivating positive growth

How it is that old saying goes? ‘If at first you don’t succeed, try and try again’. Have you used it? How often did you hear it as a child? Would you believe that behind such a statement lies an interesting perspective, they’re not just a string of words, in fact the effect those words have is integral to how a child is likely to behave.  When 11 Plus Tutors praise children for effort, they will see it as licence to challenge themselves until they achieve their best, understanding that ability and talent are developed rather than traits that are inherent. Behaviour of this type has a name – Carol Dweck, a Stanford Psychologist calls it the ‘growth mindset’.

What is the Growth Mindset?

Dweck’s research into the psychology of success has found that our beliefs are guided by what we think our personality is. Individuals with a growth mindset do not judge failure as something shameful, instead they cherish the opportunity to learn from their mistakes, grow and challenge their existing skills, whilst people with a fixed mindset occupy themselves with proving over and over how smart they are, believing that intelligence is inherent, ability and character are inherent in everyone, as evidenced by any success they may achieve.  These mindsets present at an early and play an important part in how we deal with success and failure in both professional and personal spheres.

Understanding the difference

Understanding the difference between the two mindsets is the secret to cultivating a generation of children that are not afraid to try new things, take risks or show weakness. Dweck explains that the growth mindset fosters a passion for learning, while a fixed outlook confines the individual to a constant state of seeking confirmation of their intelligence and creativity. Her theory is explained using results from a study conducted with a group of 4 year old children. Dweck and her team offered the children a choice; they could choose to either redo an easy jigsaw or to try a harder one. What was remarkable about the experiment was that even at the tender age of 4, the children displayed one of the two mindsets; those with fixed mindset tendencies decided to stick to the easy jigsaw, highlighting their existing talents, while the rest, of a growth mindset, couldn’t quite get to grips with why anyone would want to continue to play with an easy jigsaw when they could be learning something new. The growth mindset associates success with becoming smarter as opposed to succeeding to appear intelligent.

Why 11 Plus Tutors Should Use Praise and encouragement

If children are praised for achieving success, they are more likely to pursue the fixaed mindset. Language which focuses on how smart, bright or creative they are only leads children to stick to what they know and do best; they are unlikely to want to try harder, more challenging activities. On the other hand, children who are rewarded for working hard and trying will be more receptive to increasingly difficult goals, motivated by the opportunity to continually learn. Dweck quotes a young girl to highlight the contrasting mindsets:

‘I think intelligence is something you have to work for … it isn’t just given to you.… Most kids, if they’re not sure of an answer, will not raise their hand to answer the question. But what I usually do is raise my hand, because if I’m wrong, then my mistake will be corrected. Or I will raise my hand and say, ‘How would this be solved?’ or ‘I don’t get this. Can you help me?’ Just by doing that I’m increasing my intelligence.’

A child’s mindset type will determine the internal monologue which will accompany them on a daily basis; therefore it is important to be cautious about what examples they are set as well as the language they are treated to.

References

Mindset: The New Psychology of Success Paperback – December 26, 2007