Mind sets by asking them to agree or disagree with

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mind-sets by asking them to agree or disagree with statements such as 99 “Your intelligence is something very basic about you that you can’t really 100 change.” We then assessed their beliefs about other aspects of learning and 101 looked to see what happened to their grades. 102 As we had predicted, the students with a growth mind-set felt that learning 103 was a more important goal in school than getting good grades. In addition, 104 they held hard work in high regard, believing that the more you labored at 105 something, the better you would become at it. They understood that even 106 geniuses have to work hard for their great accomplishments. Confronted 107 by a setback such as a disappointing test grade, students with a growth 108 mind-set said they would study harder or try a different strategy for 109 mastering the material. 110 The students who held a fixed mind-set, however, were concerned about 111 looking smart with little regard for learning. They had negative views of 112 effort, believing that having to work hard at something was a sign of low 113 ability. They thought that a person with talent or intelligence did not need to 114 work hard to do well. Attributing a bad grade to their own lack of ability, 115 those with a fixed mind-set said that they would study less in the future, try 116
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Dweck, C.S. (2007). “The secret to raising smart kids.” Reproduced with permission. Copyright © 2008 Scientific American, Inc. All rights reserved. Grade 11–12/Text 1 This material is copyrighted and therefore must be securely destroyed immediately after use. DO NOT provide a copy of this material to anyone (teacher, student, or otherwise) who is not directly involved with this test administration. never to take that subject again and consider cheating on future tests. 117 Such divergent 4 outlooks had a dramatic impact on performance. At the start 118 of junior high , the math achievement test scores of the students with a 119 growth mind-set were comparable to those of students who displayed a fixed 120 mind-set. But as the work became more difficult, the students with a growth 121 mind-set showed greater persistence. As a result, their math grades overtook 122 those of the other students by the end of the first semester—and the gap 123 between the two groups continued to widen during the two years we followed 124 them. 125 Along with Columbia psychologist Heidi Grant, I found a similar relation 126 between mind-set and achievement in a 2003 study of 128 Columbia 127 freshman premed students who were enrolled in a challenging general 128 chemistry course. Although all the students cared about grades, the ones 129 who earned the best grades were those who placed a high premium on 130 learning rather than on showing that they were smart in chemistry. The focus 131 on learning strategies, effort and persistence paid off for these students.
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  • Fall '19
  • Carol S. Dweck

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