Here is another post I shared with our faculty last year when we were figuring out how engagement with students happen in Online Distance Learning. It concerns change and the response, thus, a growth mindset came up in one of our faculty meetings. The seminal research by Carol Dweck on growth mindset has been supported and extended by Angela Duckworth as she empahsizes grit and resilience and by product of a growth mindset.
Neelen and Krishcner (2020) on the other hand, looked at the factors that are attributed in developing a growth mindset.
Goodbye Growth Mindset! Hello Self Efficacy and Attribution Theory!
The title tends to mislead. Click bait, yes. On a closer look, the article cautions teachers, educators and professionals working with children and young people in using and communicating ideas of a growth mindset without considering the learner's knowledge of self, the ability to anticipate difficult tasks and the skills to perceive or envision possible solutions to accomplish it.Neelen and Krishcner discuss Self-efficacy and Attribution Theory as approaches to help and to support learners and meet them where they are at. Specific steps and strategies to accompany the learner in thinking through challenging work are included in the article. These are captured in two images which are posted below for easier acccess.Growth mindset can lead to grit and resiliency. But simply saying to a learner that *"time management is easy and it can be done by scheduling" *on top of academic requirements and extra-curicular expactations may do more harm than good. Self-Efficacy and the application of the Attribution Theory, according to the writers' research help learners learn, gain confidence and perform better.
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