Allows kids to succeed at the beginning then asks

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allows kids to succeed at the beginning then asks them if their success is fixed or changeable. then arranges it so that the kid do a harder set of puzzles and they are doing worse. they are told it is more difficult but they fail. she asks them what their strategies are. she listens to what they say as they fail. Then she gives them a final set of puzzles that are equal to the first step. can they recover from their failure experience and still do well? The theory of intelligence drives the kids! - kids who believe their intelligence is fixed... they are interested in proving to themselves and experimenter that they are capable. kids who believe intelligence is changeable are not interested in proving their ability, they are interested in learning goals and want to know how to do these activities better. they generate new strategies, ask questions, etc. it seems like the theory of intelligence sorts kids out into being learning vs demonstrating ability motives. proving ability vs improving ability (healthier to focus in improving!). If you have an entity theory of intelligence you do not like to work hard (and if you have to work hard you take that as evidence that you do not have natural ability .... ). Effort and ability are inversely related to entity people which is very maladaptive. for kids who believe in change, effort and ability are positively related. they are interested in learning and improving and the harder they have to work the more they think their ability will be enhanced. Challenge : entity people avoid challenge because they want to show that they have the ability. people with a change theory love new challenge (even though they will struggle). Persistence : clear relationship with entity theory and persisting for less time and then those that persist for long time and believe in change. Carol says that every single person will face failure in their life (ex. McGill students were great in high school...). K got 100% on first chem exam and 40% on second so he dropped the course. He thought that his science intelligence was fixed (he didn’t realize that the average was 40%). 5 Thursday, April 7, 2011
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Transition to High School Study 6 kids in 7 grades start to really have issues in math. Carol split people in groups into those that thought intelligence was fixed vs changeable. those with entity theories stayed with their marks for the next 2 years. those with incremental. Nothing else predicted whether or not they would do well, the only thing that predicted was how they thought about intelligence. Another study: college students did the same thing (when enter as freshman and how they did 4 years later). every university student had a failure experience because they come into a large pot of smart people. She separated those into entity and incremental people. those that do poorly will switch subjects, etc. vs those that know they did well in high school because they worked so hard, so then when they get a 70 they think “okay i have to work harder”.
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  • Winter '11
  • KOESTNER
  • Shyness, Thursday, lay theories, Carol dwecks

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