The growth mindset and the power of effort

The growth mindset is the belief that intelligence can be developed. This idea has been scientifically proven to give people more chances at success than those with a fixed perspective on their abilities, and it’s an approach that works in developing personal characteristics as well.

Carol Dweck, a psychologist and the author of Mindset: The New Psychology of Success, says that our mindsets are critical to success. A fixed mindset leads us into believing in traits which can’t be changed; this could lead some people towards feeling learned helplessness or having negative thoughts about themselves because they feel powerless over their circumstances. 

But there’s an alternative.  According to Dweck, individuals whose minds were open-minded about potential improvements learned better when they had difficult tasks. These findings suggest why some studies show increased academic performance among students who hold positive beliefs regarding learning new knowledge.

“Is there something in your past that you think measured you? A test score? A dishonest or callous action? Being fired from a job? Being rejected? Focus on that thing. Feel all the emotions that go with it. Now put it in a growth-mindset perspective. Look honestly at your role in it, but understand that it doesn’t define your intelligence or personality. Instead, ask: What did I (or can I) learn from that experience? How can I use it as a basis for growth? Carry that with you instead.”

This applies in education, at work, and also in sports. Players who believe their abilities can improve over time also do better when training hard for competitions because of how much effort goes into practice rather than sitting idle waiting patiently while expecting perfection from start.  They also felt less pressure from coaches during competition time.

And all mindsets matter: those of students, teachers, employees, managers, coaches and players. According to Dweck, when teachers believe that student achievement is determined by factors such as intelligence or effort, they are more likely to see students who struggle as less capable and less likely to succeed. As a result, these teachers may be less likely to challenge their students or provide them with opportunities to learn. However, when teachers believe that student achievement is malleable and can be improved through effort and practice, they are more likely to see all students as capable of succeeding. These teachers are more likely to provide their students with challenging tasks and opportunities for growth.

Intelligence isn’t fixed. With the right environment and coaching, anyone can improve.  A growing mind sets challenges inherent in learning opportunities for personal growth instead of threats to one’s ability or intelligence.  A person with this type of thinking patterns usually has an open approach towards new things because they believe anything outside our comfort zone may be achievable if given time and resources.  A growth mind set believes talents develop through commitment and effort.  

CPM