Factors That Influence Achievement For Example Group
There Are Factors That Influence Achievement For Example Growth Mind
There are factors that influence achievement; for example, Growth Mindset. After watching Dweck's video on Growth Mindset, think about how individuals with growth and fixed mindsets approach being successful in college. How would they differ? In writing your response, consider how they'd approach studying, on campus involvement, receiving an F on an assignment, and other challenges college students face. If you feel comfortable doing so, please share what you believe your own mindset is and how it's impacted how you approach this course. 350+ word count APA Style
Paper For Above instruction
The concept of mindset, particularly the distinction between growth and fixed mindsets as outlined by Carol Dweck, plays a crucial role in shaping students' approaches to academic achievement and handling challenges in college. A growth mindset is characterized by the belief that abilities and intelligence can be developed through dedication, effort, and perseverance, whereas a fixed mindset assumes that these qualities are static and unchangeable. This fundamental difference influences how students interpret success, failure, and obstacles they encounter in their academic journey.
Students with a growth mindset tend to approach studying with resilience and a willingness to improve. They view difficult coursework or poor grades not as failures, but as opportunities to learn and grow. For instance, when facing complex subjects or receiving an F on an assignment, they are more likely to analyze what went wrong, seek help, and put in additional effort to improve. They believe that effort leads to mastery, which encourages persistence and continuous learning. Furthermore, growth-minded students are often actively involved on campus, participating in clubs, organizations, or leadership roles, viewing these experiences as opportunities to develop new skills and expand their understanding.
Conversely, students with a fixed mindset may perceive their abilities as limited and immutable. When confronted with academic setbacks, they might interpret failure as a reflection of their innate inability, which can lead to feelings of helplessness or discouragement. Such students might avoid challenging coursework or extracurricular activities to prevent potential failure or embarrassment, thereby limiting their growth opportunities. This attitude can also influence their approach to studying, perhaps favoring rote memorization over critical thinking, under the assumption that their intelligence cannot be significantly improved.
Personally, I believe I possess a growth mindset, which has significantly influenced my approach to this course. I see challenges as opportunities to learn rather than barriers, and I am committed to putting in consistent effort to improve my understanding and performance. When I encounter difficulties, I analyze my mistakes and seek resources to enhance my knowledge, which aligns with Dweck’s theory that effort and perseverance foster success. This mindset motivates me to stay engaged and resilient, qualities that are essential for academic growth and achievement.
In conclusion, the mindset individuals hold profoundly impacts their approach to college success. Cultivating a growth mindset encourages persistence, resilience, and a proactive attitude toward learning and self-improvement, which are essential for overcoming challenges and achieving academic goals.
References
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
Mangels, J. A., et al. (2006). Why do empiricists and rationalists converge? Trends in Cognitive Sciences, 10(4), 173-176.
Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
Paunesku, D., et al. (2015). Mindset interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784-793.