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Purpose: Grit signifies a student's competence that endures after stumbling academic blocks. The trait Grit is closely identified with mindset. Students who believe that their shortcomings result from their fixed mental models, find no use nor reason to attempt again. Individuals with such rigid attitudes are believed to have a fixed mindset. On the contrary, students with a growth mindset are more likely to be resilient and have more grit. On the contrary, individuals who are mentally tough and strong are likely to be considered to have a growth mindset. According to previous research, grit is a question of nature and nurture. People need to build a growth attitude in order to become grittier. Design/Methodology/Approach: More than 100 research papers, articles, and journals were reviewed systematically to identify gaps, identify conflicts in previous studies, and for the purpose of foundation of knowledge on current topic. A systematic review of literature uses a meticulous and transparent methodology for research synthesis, with the aim of evaluating and, where feasible, diminishing bias in the findings. This review is based on careful and systematic scrutinization of the above-mentioned keywords and their combinations thereof. Electronic databases like Google Scholar, Research gate, Academia, Srinivas Publication and Mendeley/Elsevier with open access journals were perused. Results/ Findings: The relevant reviews indicate that people with a higher level of a growth mindset exhibit an equally high level of self-efficacy than pupils who had a more rigid perspective. Several literatures suggest that grit is associated with improved participation and better performance in a school environment. Students with a fixed mindset have a strong notion that their innate intelligence is limited preventing them from reaching their desired goals. This results in a hopeless ‘giving up’ attitude with a deep-rooted fear of failure. Whereas a growth mindset person marches forward with confidence. Their thoughts and beliefs are controlled by them. They understand that every person is brilliant in their own way which can be built, changed, and developed over time with the necessary components of will and effort. Few studies highlight different intervention models to improve fixed mindset of students. Few other studies suggest that practitioners could find a difference in the increase of grit with effective and committed goal settings which eventually would lead to an increased level of mindset in the right direction. Originality/Value: This study is a prequel for the original study on grit, self-efficacy, and mindset modification for the professional success of Industrial Training Institute Students. This intervention-based study has been recommended by few previous studies. In all originality, the experimental study would largely impact the young adults, their cognition and non-cognitive behavior with a developed growth mindset. Type of Paper: Systematic Literature Review-Based Analysis.
Purpose: Grit signifies a student's competence that endures after stumbling academic blocks. The trait Grit is closely identified with mindset. Students who believe that their shortcomings result from their fixed mental models, find no use nor reason to attempt again. Individuals with such rigid attitudes are believed to have a fixed mindset. On the contrary, students with a growth mindset are more likely to be resilient and have more grit. On the contrary, individuals who are mentally tough and strong are likely to be considered to have a growth mindset. According to previous research, grit is a question of nature and nurture. People need to build a growth attitude in order to become grittier. Design/Methodology/Approach: More than 100 research papers, articles, and journals were reviewed systematically to identify gaps, identify conflicts in previous studies, and for the purpose of foundation of knowledge on current topic. A systematic review of literature uses a meticulous and transparent methodology for research synthesis, with the aim of evaluating and, where feasible, diminishing bias in the findings. This review is based on careful and systematic scrutinization of the above-mentioned keywords and their combinations thereof. Electronic databases like Google Scholar, Research gate, Academia, Srinivas Publication and Mendeley/Elsevier with open access journals were perused. Results/ Findings: The relevant reviews indicate that people with a higher level of a growth mindset exhibit an equally high level of self-efficacy than pupils who had a more rigid perspective. Several literatures suggest that grit is associated with improved participation and better performance in a school environment. Students with a fixed mindset have a strong notion that their innate intelligence is limited preventing them from reaching their desired goals. This results in a hopeless ‘giving up’ attitude with a deep-rooted fear of failure. Whereas a growth mindset person marches forward with confidence. Their thoughts and beliefs are controlled by them. They understand that every person is brilliant in their own way which can be built, changed, and developed over time with the necessary components of will and effort. Few studies highlight different intervention models to improve fixed mindset of students. Few other studies suggest that practitioners could find a difference in the increase of grit with effective and committed goal settings which eventually would lead to an increased level of mindset in the right direction. Originality/Value: This study is a prequel for the original study on grit, self-efficacy, and mindset modification for the professional success of Industrial Training Institute Students. This intervention-based study has been recommended by few previous studies. In all originality, the experimental study would largely impact the young adults, their cognition and non-cognitive behavior with a developed growth mindset. Type of Paper: Systematic Literature Review-Based Analysis.
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