The Comparative Analysis of the Fixed and Growth Mindsets

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Ever think about how each and every student are different and what makes each one of them unique? According to psychologist Carol Dweck, “all children develop a belief on their own intelligence”. In “Students’ View of Intelligence Can Help Grades” Michelle Trudeau, focuses on growth and fixed mindsets. The information in the article is based on the findings by Carol Dweck. Upon her discovery, she distinguished the growth vs. fixed mindsets. Dweck labels a child’s intelligence with a fixed mindset “as something fixed, as carved in stone,” (Dweck). On the other note, a child’s intelligence with a growth mindset, “keeps mastering new things” (Dweck). Throughout the article, both Dweck and Trudeau mention crucial points in a child’s academic life: effort, criticism from friends, and praise, are three meaningful points that Dweck focus on. There are diverse ways on how children view efforts. A child with a fixed mindset may think that their efforts are worthless and that academically they are not going anywhere. As much as a child with a fixed mindset is trying, that child needs to see progress, and if none is present it is probable that they may come to a conclusion that they are useless and not getting anywhere. Therefore, that child may terminate that cheating is the best option, not knowing that it will affect him/her in the future.

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Opposed to a child with a fixed mindset, a child with a growth mindset views their effort as a chance to help them succeed. That particular child views their efforts as something that will benefit them and pay off shortly. Next, that child knows that even if they do not get as far as they anticipated, they learned something from that experience. Effort is important in a life of a child with a growth mindset. Unlike a child with a fixed mindset, a child with a growth mindset knows that they need to work for their goals, and nothing will come to them with the absence of their efforts.

Dweck researches how criticism from a friend can have a different effect on children’s behavior. For example, a child with a fixed mindset, takes criticism very personally, and feels like they have to please their friends. The child may not be good at drawing, and when someone gives him or her feedback, they may think they completely failed. Instead of taking anyone’s advice, that child will shut itself down and give up. In opposition to a child with a fixed mindset, a child with a growth mindset, views criticism as an opportunity to grow. This child appreciatively takes this advice since it is an opportunity to expand their education. These two mindsets are incredibly diverse, and each has a significant meaning in respect to a child’s intelligence.

Praise is something that every human enjoys. It can be taken in two different ways for a person that has a fixed mindset and a person that has a growth mindset. Praise is something that a person with a fixed mindset would like to hear all the time. It is like that finish line, meaning that they no longer have to try to do anything, since they felt they acquired their goals. When someone praises a person with a fixed mindset, they feel like they are better than everyone else. A growth mindset person who is praised makes sure they know what they did to receive the praise. Unlike the person with a fixed mindset, the person with a growth mindset is appreciative towards the praise. If another person is praised, a person with a growth mindset does not see that person as a rival, but as an opportunity to support them. A person with a fixed mindset, views that person as an opponent and an opportunity to beat them any chance they can. Growth and fixed mindset differs a lot in praise, fixed mindset people are very jealous towards praise that does not include them. And growth mindset people are appreciative towards it, even if it is not for them.

In conclusion, Carol Dweck found that “a new study in the scientific journal Child Development shows that if you teach students that their intelligence can grow and increase, they do better in school” (Dweck). Dweck found out that students who had a growth mindset, performed better in school, and if they dedicated themselves to do better, they can succeed. Dweck researched that if you give a child a growth mindset, you can teach them what to think about their intelligence. Students with a growth mindset develop well their academic skills and make a positive impact on their overall attitude. To conclude, Dweck’s fact-finding research, students with a growth mindset, have a better chance at living in a better.

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