Bibliografie tematiche / Carol Dweck

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Letteratura scientifica selezionata sul tema "Carol Dweck"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 12 febbraio 2022

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Articoli di riviste sul tema "Carol Dweck"

Gupta, S. "QnAs with Carol S. Dweck". Proceedings of the National Academy of Sciences 110, n. 37 (16 agosto 2013): 14818. http://dx.doi.org/10.1073/pnas.1313540110.

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Veronikas, Susan, e Michael F. Shaughnessy. "A Reflective Conversation with Carol Dweck". Gifted Education International 19, n. 1 (settembre 2004): 27–33. http://dx.doi.org/10.1177/026142940401900106.

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Westby, Carol. "Growth Mindsets: Ideas from Carol Dweck". Word of Mouth 31, n. 5 (maggio 2020): 1–3. http://dx.doi.org/10.1177/1048395020915650.

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Turska, Dorota. "„TEORIE” INTELIGENCJI CAROL DWECK I ICH EDUKACYJNE IMPLIKACJE". Educational Psychology 44, n. 1-2 (1 gennaio 2016): 44–54. http://dx.doi.org/10.5604/00332860.1094075.

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SAWITRI, NI LUH PUTU DIAN. "MEMBERIKAN PUJIAN YANG TEPAT MENURUT GROWTH MINDSET". Adi Widya: Jurnal Pendidikan Dasar 2, n. 2 (2 agosto 2019): 51. http://dx.doi.org/10.25078/aw.v2i2.963.

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The most important yet trivial things that leads to our kids’ success is the choice of words that we use to praise them. Sound trifling indeed, however this has a great impact to how our children later perceive the world. Thanks to Professor Carol Dweck who has done many researches about what is actually behind a child success and failure. The answer goes to mindset, where Dweck categorized mindset into two; fixed and growth mindset. A simple concept but it does take huge amount of our time and effort as parents, educator to teach our kids to be a responsible, open to challenge individuals, and able to learn from mistakes and always perform the best of them.

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Amaral, Virgílio. "Teorias implícitas acerca da inteligência: aspectos desenvolvimentistas e de género". PSICOLOGIA 16, n. 1 (10 febbraio 2014): 237. http://dx.doi.org/10.17575/rpsicol.v16i1.477.

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Neste trabalho apresentamos uma revisão da literatura, nomeadamente de pequises empíricas, sobre as teorias implícitas acerca da inteligência, de acordo com as variáveis desenvolvimento e género. Procurou-se também enquadrar o conjunto de investigações em três linhas teórico-empíricas: uma perspectiva cognitivo-desenvolvimentista, a perspectiva das teorias pessoais da inteligência enunciada por Carol Dweck, e a dos estudos multidimensionais sobre concepções de senso comum acerca da inteligência, ligados sobretudo no que diz respeito aos estudos europeus, à teoria das representações sociais. Clivagens e aspectos comuns são discutidos.DOI: http://dx.doi.org/10.17575/rpsicol.v16i1.477

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Lukács-Nagy, Gitta, e Szilvia Fodor. "Hogyan dicsérjek?" Iskolakultúra 28, n. 10-11 (21 gennaio 2019): 64–73. http://dx.doi.org/10.14232/iskkult.2018.10-11.64.

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A pozitív megerősítések hasznossága, személyiségépítő hatása a nevelés és az oktatás terén is egyre inkább a kutatások érdeklődési körébe kerül. Carol Dweck, az amerikai Stanford Egyetem kutatója számos tanulmányában kimondja: eddig tévúton jártunk, ha azt hittük, a dicséretnek kizárólag konstruktív hatása lehet. Nemcsak hátráltatnak és motiválatlanná tesznek a nem megfelelő szavak, hanem akár szorongást, görcsös megfelelési vágyat is kialakíthatnak, míg a jó dicséret erősíti a fejlődőképességünkbe vetett hitet és bátorít a nehezebb feladat elvégzésére. Vizsgálatunkban 69 ötödikes tanuló mintáján tanulmányoztuk a dicséret hatását a feladatválasztására és a beállítódásra, mely rámutat az erőfeszítésre irányuló dicséret pozitív hatásaira.

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Berríos Molina, Carlos. "Docentes y sus creencias sobre la inteligencia: ¿Están en sintonía con las discusiones actuales?" Castalia - Revista de Psicología de la Academia, n. 30 (30 luglio 2018): 68–78. http://dx.doi.org/10.25074/07198051.30.911.

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En este artículo se presentan algunos tipos de creencias sobre la inteligencia a los que adhieren los/as profesores/as. Específicamente, la teoría fija e incremental de la inteligencia propuesta por Carol Dweck. Además, se analizan las consecuencias prácticas y éticas de dichas concepciones. Al final de este trabajo, se propone una reflexión en torno al concepto de inteligencia basado en un enfoque sociocultural que promueva el desarrollo de una mentalidad incremental con la finalidad de realizar prácticas educativas más inclusivas y democráticas. Palabras clave: creencias sobre la inteligencia, teoría fija, teoría incremental, modificabilidad cognitiva estructural, inteligencias múltiples.

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Kyte, Sarah Blanchard, Elizabeth Collins e Regina Deil-Amen. "Mindset Messaging: Fostering Student Support and Confidence through Micro-Messaging in Advisor Communication". NACADA Journal 40, n. 1 (8 giugno 2020): 36–48. http://dx.doi.org/10.12930/nacada-19-08.

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As academic advisors help students navigate academic challenges toward a degree, seemingly mundane interactions have the potential to shape students' beliefs about themselves and their abilities. This study examines whether subtle cues within messages from advisors may help students develop what Carol Dweck calls a growth mindset—the belief that ability is malleable through effort, strategy, and help-seeking—and lead to greater perceived support from advisors and student confidence. Drawing on focus groups and interviews with twenty undergraduate students at a large public university, this study offers empirical support for the positive impact that growth mindset language can have within advisor-student communication, as well as a set of practical recommendations for bringing these insights to day-to-day advising practice.

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Arini, Aquilina Tanti. "Teori Implisit dalam Proses Belajar, Relasi antar Pribadi dan antar Kelompok". Buletin Psikologi 22, n. 1 (1 giugno 2014): 63. http://dx.doi.org/10.22146/bpsi.12661.

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Artikel ini memaparkan tentang teori implisit yang perkembangannya dipelopori oleh Carol S. Dweck dan kolega-koleganya. Teori implisit merupakan teori orang awam yang terdiri atas teori entitas dan inkremental. Teori entitas adalah pandangan yang dimiliki orang awam bahwa sifat bersifat permanen, sedangkan teori inkremental adalah pandangan orang awam bahwa sifat bersifat dinamis dan dapat dikembangkan. Pemaparan teori implisit didasarkan pada hasil-hasil penelitian pada berbagai isu belajar dan relasi-relasi sosial, meliputi penelitian-penelitian tentang peran teori implisit pada performansi dan proses-proses belajar yang mendasarinya, pada relasi antar pribadi dan relasi antar kelompok. Selain itu juga dipaparkan hasil penelitian tentang intervensi untuk mengubah teori implisit yang mendukung perubahan diri dan sosial yang konstruktif. Paparan tentang teori implisit diharapkan memberikan pemahaman tentang peran perbedaan individu dalam proses interaksi sosial.

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Più fonti

Tesi sul tema "Carol Dweck"

Lindberg, Anna. "Mindsets – är de nyckeln till att öka elevernas engagemang i sitt eget lärande?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36391.

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Det är skolans ansvar att motivera sina elever till lärande. Efter ett initierande samtal med en avgångsklass på ekonomiprogrammet på en kommunal gymnasieskola framkom det att eleverna inte såg någon nytta i själva inlärningsprocessen. Motivation för att kunna något fanns, men motivation till att lära sig något saknades.Carol Dweck ger genom sina teorier om mindsets en beskrivning av just detta fenomen. Hon delar in elever i två grupper efter hur de ser på sin egen intelligens och vilka mål eleverna ser med sitt eget lärande. I följande arbete görs en studie av Dwecks arbete genom att, i första delen, beskriva teorin för att se om man kan dra paralleller mellan en elevs mindset och dennes benägenhet att engagera sig i sitt eget lärande. Studien visar genom Dwecks definition av statiska respektive dynamiska mindsets att så är fallet, teoretiskt. Studien går vidare med att beskriva Dwecks tankar om hur man kan göra för att påverka eleverna till att öka sitt engagemang. Teorin exemplifieras genom en sammanfattning av en av Dwecks forskningsstudier.I den andra delen av studien appliceras Dwecks teorier på elever vid en kommunal gymnasieskola. Genom att testa elevernas mindset med två av Dwecks egna instrument undersöks om Dwecks teorier är applicerbara för att förklara intrycket att eleverna i det ursprungliga samtalet inte ser en nytta i själva lärandet som process. Elevernas mindset testades genom en enkät med 22 frågor. 38 elever svarade på enkäten. Enkäten följdes upp med semistrukturerade intervjuer där 11 elever studerades mer ingående.Genom Dwecks teorier och definitioner av mindsets kan man tänka sig att det uppfattade fenomenet i det initierande samtalet beror på att eleverna främst besitter statiska mindsets. Genom enkät och intervjuer visade det sig att så inte var fallet. Då enkät och intervjuer utgick från elevernas allmänna uppfattning om intelligens, talang och arbete kan man inte dra slutsatser om teorierna har bevisats eller ej. Vid fortsatta studier skulle det vara intressant att göra om samma studier med specifikt skolan och inlärningsmål som domän.

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Holloway, Jeremy Christopher. "Visualization for Growth Mindset of Underrepresented College Students". University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588599835366586.

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Libri sul tema "Carol Dweck"

BOOKS, Go. Summary of Mindset : The New Psychology of Success by: Carol Dweck a Go BOOKS Summary Guide. Independently Published, 2020.

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Capitoli di libri sul tema "Carol Dweck"

Lazeron, Nina, e Ria van Dinteren. "Carol Dweck". In Brein@work, 277–82. Houten: Bohn Stafleu van Loghum, 2010. http://dx.doi.org/10.1007/978-90-313-7816-6_25.

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"Carol S. Dweck". In Giving Kids a Fair Chance. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9781.003.0006.

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"Carol S. Dweck". In Why We Cooperate. The MIT Press, 2009. http://dx.doi.org/10.7551/mitpress/8470.003.0008.

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Morton, Bridget, e Jessica Van Cleave. "Empowering Students and Teachers Through Formative Assessment". In Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, 18–48. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0323-2.ch002.

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In this chapter, the authors provide a formative assessment model geared toward supporting what Carol Dweck called a growth-mindset. The authors describe the model in detail, then describe an action research study in which they collaborated with public school teachers to put the model to work with high-achieving, second grade students in the context of reading groups. Finally, the authors provide key results from the implementation and make recommendations for practitioners interested in using formative assessment to promote growth-mindset.

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Maratos, Eleftheria, e Christina Maria Venos. "Encouraging a Shift in Mindsets K-6". In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, 482–503. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch028.

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The authors' focus while writing this chapter is to effectively implement a mindset shift in their classrooms to successfully lead their students to take ownership of their learning and build resilience for the challenges they face in the classroom. An individual's mindset encompasses the beliefs and thoughts that the person has regarding his or her capabilities, intelligence, traits, and success. According to Zhang, Kuusisto, and Tirrri, the mindset theory founded on positive psychology by Carol Dweck asserts that human intelligence is a flexible quantity that helps in the prediction of numerous individual achievements such as socioeconomic, academic, cognitive, and affective achievements.

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Gordon, Linda. "Strategic Use of Mindset and Efficacy Theory". In Encyclopedia of Strategic Leadership and Management, 1698–708. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch118.

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Achievement theory and goal orientation have wide-ranging implications for every human endeavor because they speak to the motivation and responses to challenges that every person encounters. From the classroom professor to the operations manager, there is a need to understand the interaction of people's mindsets regarding achievement, and how those may influence the goals they set. Additionally, the interaction of the mindset, goal, and challenges that occur, creates responses as varied as quitting to responding with redoubled effort. After understanding this mechanism of motivation, leaders will need concrete practices that orient students/employees/volunteers towards mindsets and goals that enhance effort and perseverance while minimizing the practices that result in individuals giving up. This chapter will draw from the theories of Carol Dweck and Albert Bandura to provide a theoretical framework for the strategic design and implementation of practices to enhance positive goal setting and responses when the going gets tough.

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