A survey on growth mindset was sent to a national sample of more than 600 K-12 teachers. The study was designed to
examine teachers’ perspectives, professional development and training,
and classroom practices.Educators believe growth mindset has great potential for teaching and
learning. Nearly all survey respondents (98%) agree that using growth
mindset in the classroom will lead to improved student learning. Nearly
as many report that it will improve the quality of their instruction.
However, putting growth mindset into practice poses significant challenges. Only 20 percent of teachers strongly believe they are good at fostering a growth mindset in their own students. They have even less confidence in their fellow teachers and school administrators. And just one in five say they have deeply integrated growth mindset into their teaching practice.
Mindset in the classroom. (2016). Bethesda, MD: Editorial Projects in Education.
https://secure.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf
Any student's self-confidence can take a hit at the start of high school. Yet giving students even a brief opportunity to understand and reflect on their mindsets for learning can make them likelier to challenge themselves and improve, finds a new national study. It found that two sessions of a 25-minute online task at the start of freshman year could boost students’ grades and willingness to take advanced classes. Specifically, researchers found low-performing students who participated in the exercise developed a stronger “growth mindset”—the belief that skills are developed over time and through effort, rather than being innate and “fixed.” By the end of freshman year, low-performing students who had participated had higher grade point averages, both in core academic classes and specifically in math and science courses, which prior research has suggested may be more likely to trigger a fixed mindset.
Yeager, D.S., Hanselman, P., Walton, G.M. et al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364–369.
https://www.nature.com/articles/s41586-019-1466-y
However, putting growth mindset into practice poses significant challenges. Only 20 percent of teachers strongly believe they are good at fostering a growth mindset in their own students. They have even less confidence in their fellow teachers and school administrators. And just one in five say they have deeply integrated growth mindset into their teaching practice.
Mindset in the classroom. (2016). Bethesda, MD: Editorial Projects in Education.
https://secure.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf
Any student's self-confidence can take a hit at the start of high school. Yet giving students even a brief opportunity to understand and reflect on their mindsets for learning can make them likelier to challenge themselves and improve, finds a new national study. It found that two sessions of a 25-minute online task at the start of freshman year could boost students’ grades and willingness to take advanced classes. Specifically, researchers found low-performing students who participated in the exercise developed a stronger “growth mindset”—the belief that skills are developed over time and through effort, rather than being innate and “fixed.” By the end of freshman year, low-performing students who had participated had higher grade point averages, both in core academic classes and specifically in math and science courses, which prior research has suggested may be more likely to trigger a fixed mindset.
Yeager, D.S., Hanselman, P., Walton, G.M. et al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364–369.
https://www.nature.com/articles/s41586-019-1466-y
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