Articoli di riviste sul tema "Carol Dweck"

<p align="center"> </p><p><em>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. </em><em></em></p>

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

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.

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.

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.

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.

The effects of LOGO programming experiences on children's ideas of themselves as learners were examined. Two measures of children's ideas about themselves as learners, the Intellectual Achievement Responsibility (IAR) Scale and performance on an attention task after noncontingent success and failure feedback, were employed with third-grade children before and after four and a half months of LOGO computer programming experiences. The selection of these measures was based on previous work by Carol Dweck and her colleagues on achievement motivation. The control group received computer programming experience, which in contrast to LOGO, did not emphasize the decomposition of complex problems or the recognition of errors as a natural part of problem-solving. As predicted, the children who received LOGO experience showed significant increases on the IAR scale (i.e., increases in internal locus-of-control) and a differential pattern of responding after noncontingent success feedback as compared to the control group. No differences existed between the two groups on noncontingent failure feedback. Results support our proposal that particular qualities of LOGO can increase incremental or mastery-oriented thinking in young children.

The issue of human abilities is widely discussed in the field of psychological literature . It has been developed within specific theories as well as therapeutic practices. In the context of modern positive psychology human abilities are placed within the framework of a continuum including the understanding of them as fixed and unchangeable in time, and at the other end of the same continuum is the conviction that they can be improved and developed by making certain efforts. In the second understanding challenges and difficult situations are an integral part of the way towards the realization of the purposes and serve as a springboard for learning new things and for personal growth. The perception of the idea that competencies and skills are determined by biological laws has to do with the desire to avoid risk and failure as well as with a desire for continuous confirmation of current developments. Uncertainty is the factor responsible for choosing not to endeavour and the one which not lead to a different result. According to Carol Dweck someone’s self-acceptnce has significant impact on the choice of a way of living. It is clear that a conviction may have the power to transform an individual's perception of the world. The idea of human abilities can be viewed in the context of the development of character strengths. These are the human competencies in which the implementation of an activity is carried out with ease and leads to a feeling of satisfaction and value. The development of strengths positively correlated with wellbeing and meaning. Leading life according to personal values and goals selected corresponding to individual’s strengths have positive impact on the psychological and physical health. Due to the fact that the understanding of the abilities is formed in early childhood the emphasis in modern educational practices was placed on individual skills and traits to be identified and encouraged. An essential aspect in these two theoretical paradigms is the fact that someone’s self-acceptance as well as the development of strengths are relevant to all other areas of life, i.e. there are a transfer of these skills in areas such as professional commitment, personal life, hobbies, etc. Everyone has his/her own strengths but not everyone has differentiated them. When recognized, the path to their development should go, so that the activities of the individual correspond to the most prominent skills and competences. The set of 24 character strengths includes spheres such as spiritual life, good-heartedness, curiosity, justice. Related to Carol Dweck’s theory we may conclude that they have the powr to change some strategies used in interpersonal relationships as well as in the school environment.

The article examines the rise of the extreme right in the country and the arrival of Jair Bolsonaro in power in the 2018 presidential elections. It analyzes the characteristics of Bolsonarism and its government, as well as its proposals and consequences for public higher education and the production of knowledge in Brazil. It identifies the predominance of cultural war within the scope of the Ministry of Education, manifested in the clash - a contradiction that does not exist in other spheres of government - between market defenders, the ultra-liberals who want to privatize the teaching of daycare to post-graduation, and those who intend to safeguard the state control. Discusses the effects of Constitutional Amendment no. 95/2016 in the deepening of the education and science & technology financing crisis by making the flow of public fund resources to rentier elites structural. It proposes that the proposition programs like Future-se aim to change the social function of public universities in the perspective of cultural war, that is, from the perspective of autocracy, anti-scientific thought, commodification, and utilitarianism that guide the actions of the current government. The anti-Enlightenment, autocratic, conservative and denialist foundations of Bolsonarism presuppose the destruction of the public university as an autonomous institution, producing new knowledge and capable of ensuring the freedom of professorship.ResumoO artigo examina a ascensão da extrema direita no País e a chegada ao poder de Jair Bolsonaro nas eleições presidenciais de 2018. Analisa as características do bolsonarismo e do governo, assim como suas proposições e consequências para a educação superior pública e para a produção do conhecimento no Brasil. Identifica a predominância da guerra cultural no âmbito do Ministério da Educação, manifestada no embate – contraposição inexistente nas demais esferas do governo – entre defensores do mercado, os ultraneoliberais que querem privatizar o ensino da creche à pós-graduação, e aqueles que pretendem resguardar o controle estatal. Discute os efeitos da Emenda Constitucional no. 95/2016 no aprofundamento da crise do financiamento da educação e da ciência & tecnologia ao tornar estrutural o escoamento dos recursos do fundo público para as elites rentistas. Propugna que a proposição de programas como o Future-se tem como objetivo refuncionalizar as universidades públicas na perspectiva da guerra cultural, ou seja, sob a ótica da autocracia, do anticientifismo, da mercantilização e do utilitarismo que norteiam as ações do atual governo. Os fundamentos anti-iluministas, autocráticos, conservadores e negacionistas do bolsonarismo pressupõem a destruição da universidade pública como instituição autônoma, produtora de conhecimento novo e capaz de assegurar a liberdade de cátedra.ResumenEl artículo examina el ascenso de la extrema derecha en el país y la llegada al poder de Jair Bolsonaro, en las elecciones presidenciales de 2018. Analiza las características del bolsonarismo y de su gobierno, así también, sus proposiciones y consecuencias para la educación superior pública y para la producción de conocimiento en Brasil. Identifica el predominio de la guerra cultural en el ámbito del Ministerio de Educación, manifestado en el enfrentamiento – la contraposición inexistente en las demás esferas del gobierno – entre los defensores del mercado, los ultraneoliberales que quieren privatizar desde la educación de la primera infancia, hasta la educación postgraduada, y aquellos, que pretenden conservar el control estatal. Se discuten los efectos de la Enmienda Constitucional N°. 95/2016, en torno a la profundización de la crisis del presupuesto de la educación y de la ciencia y la tecnología al tornar estructural el flujo de los recursos del fondo público para las élites rentistas. Se propone que la propuesta de programas como "Future-se" tienen como objetivo de cambiar la función social de las universidades públicas en la perspectiva de la guerra cultural, o sea, bajo la óptica de la autocracia, del anticientificismo, de la mercantilización y del utilitarismo que nortea las acciones del actual gobierno. 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Mindset merupakan keyakinan seseorang (self belief) yang terentang dalam sebuah skala, satu sisi merupakan growth mindset dan sisi lainya adalah fixed mindset (Dweck & Leggett, 1988). Meyakini bahwa kualitas yang kita miliki sudah baku merupakan fixed mindset, sedangkan growth mindset didasarkan pada keyakinan (belief) bahwa kualitas dasar adalah hal yang dapat dikembangkan melalui usaha. Mindset seseorang akan memengaruhi ia dalam menyikapi bakat, kecerdasan serta karakternya. Hal tersebut menggambarkan bagaimana pentingnya mindset dalam menentukan kemajuan dan perkembangan potensi seseorang, namun di Indonesia penelitian terkait mindset dan alat ukurnya masih belum banyak dikembangkan. Alat ukur yang disusun didasarkan pada teori Mindset - Carol Dweck (2006), dan diujicobakan pada 145 responden (Mahasiswa Fakultas Psikologi Universita Kristen Maranatha berusia 18-20 tahun). Uji validitas yang dilakukan berkaitan dengan Construct Validity, dengan cara mengkorelasikan skor yang diperoleh pada masing-masing item pertanyaan dengan skor total responden. Uji Reabilitas dilakukan dengan teknik Alpha Chonbach. Berdasarkan uji coba dihasilkan Alat Ukur Mindset versi Bahasa Indonesia yang terdiri dari 30 item yaitu 15 item growth mindset (nilai r hitung item sebesar 0,403 s/d 0.687 dan koefisien reliabilitas sebesar 0,837) dan 15 item fixed mindset (nilai r hitung item sebesar 0.311 s/d 0.519 dengan koefisien reliabilitas sebesar 0,811). Kata kunci : Mindset, Growth Mindset, Fixed Mindset, alat ukur mindset.

Mindset, growth or fixed, refers to two different beliefs people hold about the underlying nature of ability, and was first put forward by the psychologist Carol Dweck. The central role of mindset in motivation, self-regulation and interpersonal processes has been the subject of growing research interest, but there are few discussions of mindset in the context of China. Using the China Family Panel Studies, this study aims to offer a comprehensive understanding of social-demographic correlates of mindset in China. Following the psychological literature, we construct a binary status of mindset via exploratory factor analysis. We find that place of origin (rural or urban), educational level, employment status and life-course events are correlated to mindset. It is also determined that mindset acts as a fundamental psychological factor strongly associated with multiple outcomes, including educational attainment, cognitive skills, attitudes and subject well-being.

PurposeThe purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.Design/methodology/approachThis study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.FindingsFour major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.Research limitations/implicationsThe study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.Originality/valueDue to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

Explore the power of a "growth mindset." Through her research on achievement and success, Dr. Carol Dweck (2008) states that "growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts" and "the hand you're dealt is just the starting point for development" (p. 7). She has found that "the fixed mindset- creates an urgency to prove yourself over and over" (p. 6).Recalibrating a fixed mindset to a growth mindset reframes the learner’s thought process to allow input that would otherwise be unavailable. Looking at learning through a growth mindset enables individuals to embrace challenges, persist in the face of setbacks, reflect on reflect on knowledge acquisition, and see possibilities.Participants will explore their own mindset through a stimulation; they will engage in group activities to sort out ideas about fixed vs. growth mindsets. Attendees will learn strategies to help foster a growth environment. Applying these strategies can cultivate a love for learning, as well as resilience and persistence to attain goals. Participants will develop practical enhance learning and creative and reflective thinking. CitationDweck, C. (2008). Mindset: the new psychology of success. New York: Ballantine Books.

In this era of 21st century the most talked subject regarding children is mind-set. According to Carol Dweck, mind-set can predict success in life. It’s an internal voice that keeps you down or lifts you up. It is very important to understand student’s mind-set and mental health, so proper care, inputs, facility and necessary arrangement can be taken at very early stage for uplifting career growth. Mind-set of a person may be guessed from the outlook of the person and from the mental status of the person i.e mentality. Mind-set of a person reflects in psyche, attitude, and ethos. Now, the parameters that influenced mind-set of a person are family members with whom they are born and brought up, behaviour of family members, surroundings environment, situation under which they are born and brought up, facilities provided and friends circle etc. There are two types of mind-set basically resides in students one is growth Mind-set and the other is Fixed Mind-set. It has been observed that for last one decade the number of suicide and depression in students at the age group of 15 to 20 years has increased a lot. State of mind-set is not permanent. The parameters affects positive growth of mind-set can be nullified with some practice and change of habits. Right mind-set can be nourished choosing growth over negativity. Though this research paper, attempt was made to identify the different stages of mind-set of students and problems faced by them which hinders students’ progress and makes them depressed through web based graphical interactive system by using Gradient and Pearson Correlation Co-efficient method.