Fixed And Growth Mindset In Education And How Grit Helps Students Persist  In The Face Of Adversity

Hochanadel, Aaron; Finamore, Dora

doi:10.19030/jier.v11i1.9099

Cited by 175 publications

(183 citation statements)

References 8 publications

(7 reference statements)

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“…The apparent unlikelihood of failing a university degree therefore seems at odds with the significant number of students who are recorded as leaving voluntarily without any qualification: either they feel unable to complete a task which it seems they would likely pass, or the failure acts as a trigger for students considering leaving a course for other reasons. Either way, it is far more common for students to not resubmit than it is for their resubmission to fail, indicating that part of the role of feedback on resubmissions should be to reassure students that improvements are possible, possibly by encouraging a growth mindset view of learning and emphasising the need for 'grit' and perseverance (Hochanadel and Finamore 2015).…”

Section: High Stakes Resubmission and The Threat Of Failurementioning

confidence: 99%

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

Carver

2017

JOAW

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As part of well-planned formative assessment, feedback can help students to understand the demands of a summative assessment task, evaluate their current level of performance, and then find ways to close the gap. As students take a more active role in this process, their feedback can be thought of as becoming 'feedforward' since it serves a specific purpose and drives student action. As the value of formative assessment design is becoming emphasised in higher education, summative assessment practices need to be re-evaluated in terms of how well they support learning as opposed to just supporting valid judgements of student performance. However, despite significant discussion of Assessment for Learning and Learning-Oriented Assessment, resubmission practices are largely overlooked even though resubmission can be a key event in whether students are retained.As part of a learning support department's effort to provide effective feedback on academic writing, students referred for support were offered two types of feedback: one was simple correction, the other was in-depth dialogic feedback which followed "feedback for learning" guidance (Askew and Lodge 2000). Student engagement with the two types of feedback was analysed by looking at the changes students made to their work and feedback from their subject tutor (including the resubmission grade). The tutor's feedback was also analysed to see if any intentions for the resubmission task could be inferred.Results suggest that corrective feedback is highly efficient in enabling students to pass resubmissions and that more in-depth feedback is much less efficient. This paper highlights some of the ways in which resubmission practices can unknowingly encourage surface approaches, and suggests some ideas for how learning support can better align with subject tutors to enable resubmission to become more learning-oriented.

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Section: High Stakes Resubmission and The Threat Of Failurementioning

confidence: 99%

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

Carver

2017

JOAW

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“…A person with a growth mindset believes that intelligence can be developed and improved in an individual, and that the human brain is like a muscle that can be improved through training. This stimulates desire for a change in the individual [35]. On the other hand, a person with a fixed mindset believes that intelligence has inherent characteristics, and therefore believes that there is a certain amount of thinking on this topic.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Job Stress and Hope on the Happiness of Office Workers: The Moderated Mediation Model of Growth Mindset

2019

IJRTE

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Abstract: The study was to verify the moderated mediation effect of growth mindset on the relationship between stress and happiness through hope for 338 office workers in Korea. SPSS Win. 21.0 were used to analyze the reliability, descriptive statistics, and correlation analysis in this study. The moderated mediation effect of growth mindset was analyzed by applying SPSS PROCESS macro Model 7. To verify the moderated mediation effect, the bootstrap analysis was set to 5,000 iterations, and the confidence interval was set to 95%. Research findings are as follows. First, job stress had negative correlation with hopes, growth mindset and happiness. Happiness had positive correlation with hopes and growth mindset. Second, the growth mindset moderated the relationship between job stress and happiness via the hope of office workers, which verified the conditional indirect effect of job stress on happiness.These results will help increase office worker's happiness through hope and growth mindset.

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“…Students who are successful, able to sustain their effort, and ultimately reach their targeted goal over time are gritty. According to Hochanadel and Finamore (2015), "It appears that when teachers teach students how to persist, a growth mindset develops, thus improving grit to overcome any challenges" (p. 49). Whether a growth mindset is a function of grit, or whether grit is a function of growth mindset remains open to debate, but clearly these ideas are closely intertwined and can offer a valuable lens into how adolescents may operate when challenged academically.…”

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confidence: 99%

Strategies to Improve Academic Achievement in Secondary School Students: Perspectives on Grit and Mindset

Polirstok

2017

Sage Open

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This article examines the academic performance of secondary school students from the perspectives of grit and mindset through a detailed review of the literature. What makes a learner resilient? Persistent? Willing to take on academic challenges? The research on grit and mindset provides an understanding of why many secondary students struggle academically. Whereas Duckworth discusses persistence and resilience, Dweck compares fixed versus growth mindsets, the willingness to take on academic challenges and belief in oneself as a learner. Teaching strategies and materials that can help students increase persistence and build a growth mindset are presented as keys to successfully affecting academic performance.

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Fixed And Growth Mindset In Education And How Grit Helps Students Persist In The Face Of Adversity

Cited by 175 publications

References 8 publications

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

The Effects of Job Stress and Hope on the Happiness of Office Workers: The Moderated Mediation Model of Growth Mindset

Strategies to Improve Academic Achievement in Secondary School Students: Perspectives on Grit and Mindset

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