Fixed and Growth Mindsets.pdf - Boucher 1 Seth Boucher...

Boucher 1
Seth Boucher
Professor James
English 1A
31 August 2021
Fixed and Growth Mindsets
The article “Brainology” by Carol Dweck explains the difference
between students who have a growth mindset and a fixed mindset. She asks
why these students and why their minds are set on these standards. She tries
to solve the meaning behind a growth mindset and a fixed mindset. Students
should have the opportunity to have a growth mindset at all times, but
barriers between students can make it hard to accomplish. I have had a
growth mindset for as long as I can remember, my parents also playing a big
role.
The word fixed mindset is the definition of a person who believes their
basic qualities, like intelligence or talent, are fixed traits. They rather spend
their time documenting their intelligence rather than developing it. In other
words, people who have a fixed mindset believe they are just naturally born
bad at things and good at others. A good example of this is, "I am just no
good at basketball" or "I was born to play basketball". These examples are not
good for anyone's mind. Dweck explains, “People who have fixed mindsets
have put fewer amounts of effort to complete challenges in school. (1)” The
way they see it is if something looks too hard it shouldn't be done is their

Boucher 2
mindset. They have a fear of challenges and setbacks. What causes this is
multiple things. The main reason is not explaining to children at a young age
that you have to work hard in life if you want something badly enough. Once
not taught at such a young age it can make growing up into adulthood hard,
Things like getting a job, going to college, or even simple day-to-day tasks can
be more challenging than they should be. The article states they had done an
experiment in 2007 in which they divided a group of seventh graders. Each
group got lessons on study skills but the growth mindset seventh-graders got
a lesson on growth mindset. They brought o articles and ideas that the
students loved and were intrigued upon. Dweck states, “They liked the idea
that they could grow their minds as long as they tried”. Seventh graders have
a tendency to worry more about how they performed and were being judged