Carol Dweck's research on mindsets indicates that viewing intelligence as a fixed trait leads to a fixed mindset, resulting in avoidance of challenges and low effort, while perceiving intelligence as malleable fosters a growth mindset, encouraging learning and resilience. Praising effort and strategies over inherent intelligence can help children develop a healthy self-esteem and a mastery-oriented response. Effective educational practices include emphasizing learning, challenges, and teaching strategies that promote persistence and improvement.

1. Does “Effort Lead to Success” ? A look at the research done by Carol Dweck “ Self Theories: Their Role in Motivation, Personality, and Development” Carol S. Dweck (2000) – Taylor and Francis Publishers (using the language of Mindset – the New Psychology of Success)

2. Your view of INTELLIGENCE affects the way you LEARN If you believe INTELLIGENCE to be a fixed trait that you have, then you have a

3. Your view of INTELLIGENCE affects the way you LEARN If you believe INTELLIGENCE to be a fixed trait that you have, then you have a FIXED MINDSET (Entity Theorist)

4. Your view of INTELLIGENCE affects the way you LEARN If you believe INTELLIGENCE to be a fixed trait that you have, then you have a FIXED MINDSET ► pursue performance goals

5. Your view of INTELLIGENCE affects the way you LEARN If you believe INTELLIGENCE to be a fixed trait that you have, then you have a FIXED MINDSET ► pursue performance goals ► makes you vulnerable ► go for easy tasks ► low effort ► give up easily

6. Your view of INTELLIGENCE affects the way you LEARN Holding a FIXED MINDSET Failure/Difficulty IMPLIES Low Intelligence Failure/Difficulty provides proof that others can measure your intelligence directly You go for easily completed tasks that enable you to show your “intelligence” You avoid challenging tasks which tests your “intelligence”

7. Your view of INTELLIGENCE affects the way you LEARN If you believe INTELLIGENCE to be a malleable aspect which you can improve, then you have a

8. Your view of INTELLIGENCE affects the way you LEARN If you believe INTELLIGENCE to be a malleable aspect which you can improve, then you have a ► GROWTH MINDSET (Incremental Theorist)

9. Your view of INTELLIGENCE affects the way you LEARN If you believe INTELLIGENCE to be a malleable aspect which you can improve, then you have a ► GROWTH MINDSET ► Pursue Learning Goals ► You are empowered to learn and overcome difficulties ► More willing to take risks ► More effort ► You learn

10. Your view of INTELLIGENCE affects the way you LEARN Holding an GROWTH MINDSET Failure/Difficulty IMPLIES change your EFFORT or STRATEGY Failure/Difficulty provides a challenge to be taken on Intelligence can be improved See success and difficulties in terms of personal EFFORT or learning STRATEGIES

11. “Helpless Reaction” Seen in “bright” girls on transferring to Secondary Seen in FIXED MINDSET when meeting more challenging tasks Seen in Talented and Gifted Students when out of small pond situation

12. Research showed this to be true for other aspects too Relationships FIXED MINDSET : “meant or not meant to be”, destiny, gives up relationship easily

13. Research showed this to be true for other aspects too Relationships FIXED MINDSET : “meant or not meant to be”, destiny, gives up relationship easily GROWTH MINDSET : develop relationship over time through hard work, successful conflict resolution, grows a relationship

14. Criticism and Praise Establishes child’s FIXED MINDSET or GROWTH MINDSET Discourage labels such as “smart”, “dumb” that convey intelligence as fixed entity Praise child’s effort, strategies, progress – NOT their intelligence

15. Criticism and Praise When child PRAISED for their INTELLIGENCE after a job well done:

16. Criticism and Praise When child PRAISED for their INTELLIGENCE after a job well done: VULNERABILITY

17. Criticism and Praise When child PRAISED for their INTELLIGENCE after a job well done: VULNERABILITY might show straight away (choosing assured success with easier work rather than challenging learning task)

18. Criticism and Praise When child PRAISED for their INTELLIGENCE after a job well done: VULNERABILITY might show straight away (choosing assured success with easier work rather than challenging learning task) or later, after a failure experience (doubt his/her intelligence) – helpless reaction

19. Criticism and Praise When child CRITICISED for their INTELLIGENCE or other FIXED TRAIT :

20. Criticism and Praise When child CRITICISED for their INTELLIGENCE or other FIXED TRAIT : VULNERABILITY

21. Criticism and Praise When child CRITICISED for their INTELLIGENCE or other FIXED TRAIT : VULNERABILITY when encounters later setbacks (measure him/herself from their performance and, in the presence of poor performance, would measure themselves negatively) – helpless reaction

22. Criticism and Praise When child CRITICISED for their EFFORT or STRATEGIES :

23. Criticism and Praise When child CRITICISED for their EFFORT or STRATEGIES : MASTERY ORIENTATED RESPONSE later

24. Criticism and Praise When child CRITICISED for their EFFORT or STRATEGIES : MASTERY ORIENTATED RESPONSE later makes child alter effort or strategy in solving later difficult problem

25. Criticism and Praise Summary : Focus on EFFORT or STRATEGY to obtain a Mastery Orientated Response NOT on PERSON or TRAIT which produces vulnerability

26. Criticism and Praise Beware of CONTINGENT SELF-WORTH :

27. Criticism and Praise Beware of CONTINGENT SELF-WORTH : When child feels worthy only when they have succeeded and feel deficient or worthless when they fail

28. Self Esteem Well-meant but misguided practices

29. Self Esteem Well-meant but misguided practices SE seen as something children have or do not have

30. Self Esteem Well-meant but misguided practices SE seen as something children have or do not have SE instilled also at fault – it is not something that we give children by telling them that they have a host of good things inside them

31. Self Esteem Well-meant but misguided practices SE seen as something children have or do not have SE instilled also at fault – it is not something that we give children by telling them that they have a host of good things inside them Leads adults to lie to children (exaggerate positives, sugar-coat negatives, hide information entirely)

32. Self Esteem Operating within FIXED MINDSET boosts EGO instead of boosting EFFORT

33. Self Esteem Operating within FIXED MINDSET boosts EGO instead of boosting EFFORT works only in short term

34. Self Esteem which is to be? LOW EFFORT EASY SUCCESS OTHERS’ FAILURES (finding self-defeating ways of opting out of the system) FIXED MINDSET WORKING HARD FACING CHALLENGES STRETCHING ABILITIES (using knowledge and skills to help others) GROWTH MINDSET ? ?

35. How to facilitate the second kind of Self Esteem? EMPHASIZING LEARNING EMPHASIZING CHALLENGES EMPHASIZING EFFORT EMPHASIZING STRATEGIES

36. How to facilitate the second kind of Self Esteem? EMPHASIZING LEARNING EMPHASIZING CHALLENGES EMPHASIZING EFFORT EMPHASIZING STRATEGIES Tell the truth: when student does not have the skills or knowledge, or are behind others, NOT a sign of deep, shameful deficit. It is a sign that they need to:

37. How to facilitate the second kind of Self Esteem? EMPHASIZING LEARNING EMPHASIZING CHALLENGES EMPHASIZING EFFORT EMPHASIZING STRATEGIES Tell the truth: when student does not have the skills or knowledge, or are behind others, NOT a sign of deep, shameful deficit. It is a sign that they need to: STUDY HARDER, FIND NEW LEARNING STRATEGIES

38. What can we do? Teach students to think of brain as a MUSCLE which strengthens with use

39. What can we do? Teach students to think of brain as a MUSCLE which strengthens with use Teach students STRATEGIES for learning and problem solving

40. What can we do? Teach students to think of brain as a MUSCLE which strengthens with use Teach students STRATEGIES for learning and problem solving Discourage labels that convey intelligence as a fixed entity

41. What can we do? Teach students to think of brain as a MUSCLE which strengthens with use Teach students STRATEGIES for learning and problem solving Discourage labels that convey intelligence as a fixed entity Praise student’s effort, strategies, progress, NOT their intelligence

42. What can we do? Teach students to think of brain as a MUSCLE which strengthens with use Teach students STRATEGIES for learning and problem solving Discourage labels that convey intelligence as a fixed entity Praise student’s effort, strategies, progress, NOT their intelligence Give students challenging work

43. Does “Effort Lead to Success” ? A look at the research done by Carol Dweck “ Self Theories: Their Role in Motivation, Personality, and Development” Carol S. Dweck (2000) – Taylor and Francis Publishers (using the language of Mindset – the New Psychology of Success)