3. “No matter what your ability is, effort is what ignites that ability and
turns it into accomplishment.” - Carol Dweck, Mindset
Students’ beliefs about
intelligence and attributions for
academic success or failure are more
strongly associated with school
performance than one’s actual
measured ability (i.e., test scores).
www.ResonanceEd.com
4. MALLEABLE INTELLIGENCE
WHY SHOULD I TEACH THIS CONCEPT TO MY STUDENTS?
A recent study by faculty at
Columbia University indicates that
actually teaching your
students about malleable
intelligence theory – sharing this
information with them on how the
brain works –
can increase their levels of
academic achievement.
www.ResonanceEd.com
5. MALLEABLE INTELLIGENCE
WHY SHOULD I TEACH THIS CONCEPT TO MY STUDENTS?
The Results
◼Students who believed their intelligence was malleable held many other
positive attitudes about learning as a goal and working hard to achieve success, and
therefore, they chose more positive, effort-based strategies to attack any
difficulties they encountered in their academic work.
◼Researchers asked the teachers of each group of students to assess changes in their
students’ classroom motivation over the period of the intervention.
o Teachers cited a positive change in the effort and interest in 27% of the students in the
experimental group, compared to 9% of the students in the control group.
www.ResonanceEd.com
6. Self-Efficacy: View of Self As Learner (Bandura, 1994)
“People's beliefs about their capabilities to produce
designated levels of performance that exercise
influence over events that affect their lives. Self-
efficacy beliefs determine how people
feel, think, motivate themselves and behave.
People with high assurance in their capabilities
approach difficult tasks as challenges to be
mastered rather than as threats to be avoided.”
7. I Believe That...
You can’t just TEACH it… you have to BELIEVE it.
www.ResonanceEd.com
