Mindset Theory - Fixed vs. Growth Mindset (Dweck) Mindset Theory Your intelligence and other characteristics – where do they come from? Can they change? People vary in the degree to which they attribute the causes of intelligence and other traits. Carol S. Keywords: mindset, intelligence, traits, fixed mindset, growth mindset Mindset Theory – Fixed vs. Dweck proposed that the implicit theories that people hold for the nature and causes of intelligence have a number of implications, particularly for motivation to practice and learn[1]. “Mindset” refers to implicit theories that individuals hold regarding the nature of intelligent behavior; to the degree that individuals attribute intelligence to fixed traits, they hold a “fixed” theory of intelligence (that is, a fixed mindset), and to the degree that they attribute intelligence to learning, effort, training, and practice, they hold a “growth” theory of intelligence (that is, a growth mindset). A growth mindset, on the other hand, attributes success to learning. References Dweck, C.
How can parents and teachers best educate young children? What principles can both teachers and parents bring to the education of very young children? Gillian Craig, who was part of the Learning Time with Shaun and Timmy writing team, explains. As teachers and parents, we follow certain principles in our roles. Often though, these principles overlap and all we need to do is recognise and reinforce these areas. Ask (the right) questions When my daughter came out of her class one day shortly after her course started, I asked her, 'What did you do in class today?'. Although my daughter is only two years old, (and more experienced parents than me would not have asked such a broad question to start with), questioning our children at any age about what they have done in class is a natural thing to do. Similarly, a child’s artwork can provide a prompt for asking questions: 'What (or who) is it?' Teachers also want their students to reflect on their lessons, but with young children especially, this is a learned skill. Reinforce desirable behaviour
5 ways to build lasting self-esteem Monica Ramos Many of us recognize the value of improving our feelings of self-worth. When our self-esteem is higher, we not only feel better about ourselves, we are more resilient as well. Brain scan studies demonstrate that when our self-esteem is higher, we are likely to experience common emotional wounds such as rejection and failure as less painful, and bounce back from them more quickly. When our self-esteem is higher, we are also less vulnerable to anxiety; we release less cortisol into our bloodstream when under stress, and it is less likely to linger in our system. But as wonderful as it is to have higher self-esteem, it turns out that improving it is no easy task. Part of the problem is that our self-esteem is rather unstable to begin with, as it can fluctuate daily, if not hourly. Lastly, having high self-esteem is indeed a good thing, but only in moderation. That said, it is certainly possible to improve our self-esteem if we go about it the right way. 1. 2. 3. 4. 5.
Multiple Intelligences and Learning Styles Emily Giles, Sarah Pitre, Sara Womack Department of Educational Psychology and Instructional Technology, University of Georgia Introduction Various theories on learning have been developed with increasing frequency in the last few decades. In order to understand the relationship between these theories, Curry's onion model (Curry, 1983) was developed with four layers -- personality learning theories, information processing theories, social learning theories, and multidimensional and instructional theories. Personality learning theories define the influences of basic personality on preferences to acquiring and integrating information. Models used in this theory include Myers-Briggs Type Indicator, which measures personality in dichotomous terms -- extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception, and the Keirsey Temperament Sorter, which classifies people as rationals, idealists, artisans, or guardians. Ms. Mrs. Visual/Spatial
What Is Self-Esteem? Having healthy self-esteem can influence your motivation, your mental well-being, and your overall quality of life. However, having self-esteem that is either too high or too low can be problematic. Better understanding what your unique level of self-esteem is can help you strike a balance that is just right for you. What Is Self-Esteem? In psychology, the term self-esteem is used to describe a person's overall subjective sense of personal worth or value. In other words, self-esteem may be defined as how much you appreciate and like yourself regardless of the circumstances. Self-confidenceFeeling of security IdentitySense of belongingFeeling of competence Other terms that are often used interchangeably with self-esteem include self-worth, self-regard, and self-respect. Self-esteem tends to be lowest in childhood and increases during adolescence, as well as adulthood, eventually reaching a fairly stable and enduring level. Why Self-Esteem Is Important Theories Factors That Affect Self-Esteem
Teaching English to learners with Special Educational Needs (SENs) – Myths and realities ‘I know I have children with special educational needs in my class, I want to help them and we are supposed to promote inclusion, but I really am not sure how to do this’ Vera, primary teacher from Spain ‘Some of the children in my class are really badly behaved, they can’t sit still, don’t finish their work and are always calling out. I think they might have a learning difficulty, but I don’t know what to do’ Kris, secondary teacher from Poland Do you feel like these teachers? Myth 1 – You have to be a specialist psychologist or specially trained teacher to know how to teach these learners No, you don’t. Myth 2 – other learners in the class make less progress when they are taught with learners with SENs No, this is not necessarily the case. Myth 3 – learners with SENs cannot learn languages No, this does not have to be true. Myth 4 – it takes a lot of extra time and planning No. Myth 5 – a teacher can’t ‘fix’ the learner’s problem so there is nothing I can do Definitely not true. 1. 2. 3. 4.
Types of Mindset -can influence a child's feelings... I Said I Want the Red Bowl! Responding to Toddlers' Irrational Behavior | Expert Tips & Advice . PBS Parents Pin It Amelia, told that she can’t have a fifth book before bedtime, shouts: “You are the meanest mommy! You are not invited to my birthday party!” Derek, when offered a choice between carrots and cheese, not ice cream, before dinner announces: “I don’t like the choices you are choicing me!” But seen through the eyes of the child, and through the lens of development, these behaviors, while maddening, are utterly normal, and signal important milestones are being achieved. Getting clear on expectations is critical because the meaning we assign to a child’s behavior influences how we manage our own emotions and reactions to the behavior at hand. Here are some important factors that influence young children’s behavior that are helpful to keep in mind when dealing with challenging behaviors: 1) Young children are driven by emotions, not logic, so irrational behavior is normal and to be expected. 3) Toddlers have strong feelings but few tools for managing them at this young age.
Culture influences young people's self-esteem: Fulfillment of value priorities of other individuals important to youth -- ScienceDaily Regardless of our personal values, we base most of our self-esteem on the fulfilment of the dominant values of our culture, reveals a global survey supervised by Maja Becker, a social psychologist at the CLLE (Laboratoire Cognition, Langue, Langages, Ergonomie, CNRS / Université de Toulouse II-Le Mirail). The results of the study, involving more than 5,000 teenagers and young adults in 19 countries, were recently published online in Personality and Social Psychology Bulletin. We can all think of situations that give us a positive image of ourselves, such as success at school or at work, satisfying relationships with friends and family, living up to our moral standards in our interactions with others or having desirable possessions. We can also think of other things we are less proud of and that do not make us feel so good about ourselves. Seen in this light, self-esteem seems to be a mainly collaborative, as opposed to individual, undertaking.
The Power (and Peril) of Praising Your Kids -- New York Magazine That sold me. I’d thought “praise junkie” was just an expression—but suddenly, it seemed as if I could be setting up my son’s brain for an actual chemical need for constant reward. What would it mean, to give up praising our children so often? Then I tried to use the specific-type praise that Dweck recommends. But every night he has math homework and is supposed to read a phonics book aloud. Just as the research promised, this focused praise helped him see strategies he could apply the next day. Truth be told, while my son was getting along fine under the new praise regime, it was I who was suffering. Offering praise has become a sort of panacea for the anxieties of modern parenting. In a similar way, we put our children in high-pressure environments, seeking out the best schools we can find, then we use the constant praise to soften the intensity of those environments. But what if he makes the wrong conclusion? Can I really leave this up to him, at his age? I’m still an anxious parent.
Social Comparison The Power (and Peril) of Praising Your Kids -- New York Magazine New York University professor of psychiatry Judith Brook explains that the issue for parents is one of credibility. “Praise is important, but not vacuous praise,” she says. “It has to be based on a real thing—some skill or talent they have.” Once children hear praise they interpret as meritless, they discount not just the insincere praise, but sincere praise as well. Scholars from Reed College and Stanford reviewed over 150 praise studies. Their meta-analysis determined that praised students become risk-averse and lack perceived autonomy. Dweck’s research on overpraised kids strongly suggests that image maintenance becomes their primary concern—they are more competitive and more interested in tearing others down. In one, students are given two puzzle tests. In another, students get a do-it-yourself report card and are told these forms will be mailed to students at another school—they’ll never meet these students and don’t know their names. My son, Luke, is in kindergarten.
What is the Social Comparison Theory? – The Psychology Notes Headquarters The Social Comparison Theory was developed by social psychologist Leon Festinger. There are two versions of this theory. The old one states that members of a particular group would want to be parallel with each other because a uniform agreement must be made so that the group is able to come up with a common decision. Hypotheses of the Social Comparison Theory In Festinger’s book of Social Comparison Processes, he provided hypotheses which provide good analysis of his theory. Every individual is capable of forming his own opinions and even affirming his beliefs. The second hypothesis states that “to the extent that objective and non-social means are not available, people evaluate their opinions and abilities by comparing respectively with opinions and abilities of others”. Say for example, you would want to know how intelligent you really are. Types of social comparison There are 2 types of comparison: (1) Upward Comparison (2) Downward Comparison Self-evaluation and self-enhancement
The Power (and Peril) of Praising Your Kids -- New York Magazine It didn’t take long. The teachers—who hadn’t known which students had been assigned to which workshop—could pick out the students who had been taught that intelligence can be developed. They improved their study habits and grades. The only difference between the control group and the test group were two lessons, a total of 50 minutes spent teaching not math but a single idea: that the brain is a muscle. “These are very persuasive findings,” says Columbia’s Dr. Since the 1969 publication of The Psychology of Self-Esteem, in which Nathaniel Branden opined that self-esteem was the single most important facet of a person, the belief that one must do whatever he can to achieve positive self-esteem has become a movement with broad societal effects. Dweck and Blackwell’s work is part of a larger academic challenge to one of the self-esteem movement’s key tenets: that praise, self-esteem, and performance rise and fall together. Sincerity of praise is also crucial.