Weekly Digest #61: Does Mindset Matter?
(cover image by Elisa from Pixabay)
In 1998, Mueller and Dweck published their landmark study establishing mindset as a possible influence on student performance (1). Since then, mindset has been widely studied and this work has led to multiple intervention programs. However, as with other education trends, mindset research is not without controversy. Today we provide resources that support and criticize mindset interventions so that you can come to your own conclusions.
1) What We Know About Growth Mindset from Scientific Research by Carissa Romero, @clrom
Image from Twitter
Carissa Romero provides a very easy-to-read summary of the research supporting growth mindset as a means of improving students’ performance.
2) A Mindset Revolution Sweeping Britain’s Classrooms May be Based on Shaky Science by Tom Chivers, @TomChivers
Image from Coach Magazine
In a highly critical piece, Tom Chivers describes many of the issues with Dweck’s work, including failed replications, questionable statistics, and profitable intervention programs that hinge on successful research.
3) Growth Mindset is on a Firm Foundation, but We’re Still Building the House by Carol Dweck, @mindsetworks
Image from Stanford.edu
Dweck responds to the Chivers article above, addressing many of the concerns levied against her and explaining the current state of mindset research. She notes that she and her colleagues have cautioned against wide-scale implementations until we better understand the contexts in which mindset interventions work.
4) Growth Mindset: What Interventions Might Work and What Probably Won’t? by Nick Rose, @Nick_J_Rose
Image from Twitter
Nick Rose cautions educators from implementing growth mindset implementations in the classroom without careful consideration. He provides some specific guidelines for educators.
5) Teachers, Parents Often Misuse Growth Mindset Research, Carol Dweck Says by The Hechinger Report, @hechingerreport
This article summarizes Dweck’s thoughts on the misapplication of mindset research. That is, parents and educators seem to be quick to provide feedback that seems to be “growth” oriented, but simply focusing on effort is not sufficient.
Bottom Line
If you are a parent or educator, please do some careful reading before trying to implement an educational trend with students. Most interventions depend on context and do not work for all students so any changes based on limited research should be made with caution.
References
(1) Mueller, C.M., & Dweck, C.S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.
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