Reevaluating the Growth Mindset Approach
March 1, 2025
Leah Griggs
I found myself reflecting back on a previous post I’d written called “Impact of Growth Mindset“. I placed a lot of emphasis on promoting a growth mindset by focusing on collaboration, self-reflection, and continuous improvement. At the time, I believed that simply shifting from a fixed to a growth mindset would lead to academic improvements. However, a meta-analysis by Sisk et al. (2018) has shown that a growth mindset alone does not always produce significant results in achievement. This finding has caused me to reassess my approach, recognizing that fostering a growth mindset must be paired with strategies like resilience training, feedback literacy, and self-efficacy to create lasting improvement. For example, while students may believe they can improve with effort (a core tenet of the growth mindset), they may still struggle without the tools to strategically approach challenges or manage setbacks effectively.
Reflecting on this, I realize that promoting perseverance alone is insufficient. According to Dweck (2006), while a growth mindset can foster resilience, it’s the quality of effort and strategic thinking that determines success. For instance, a student who understands that mistakes are part of learning but does not know how to reflect on or adjust their strategies may continue to struggle. This insight has reshaped my approach, encouraging me to integrate not just the mindset shift but practical strategies for overcoming setbacks and applying effort effectively.
Reflecting on My Initial Plan
In my earlier work for EDLD 5302, I primarily focused on encouraging educators to adopt a growth mindset themselves. I emphasized creating a supportive environment where educators could collaborate, engage in self-reflection, and continuously improve their teaching methods. However, as I reflect on recent research, I realize that simply fostering a growth mindset is not enough to bring about substantial change. For example, while I initially believed that simply teaching students the concept of neuroplasticity would empower them to embrace challenges, studies show that mindset alone does not always result in improved academic outcomes (Sisk et al., 2018).
This is why I have expanded my approach to include practical strategies for building resilience. Dweck (2006) emphasizes that while students with a growth mindset are more likely to persist in the face of challenges, their ability to do so effectively depends on their learning strategies and emotional regulation. As such, I now integrate resilience training—helping students set meaningful goals, cope with setbacks, and embrace failure as a learning opportunity—alongside the promotion of the growth mindset.
Developing a Growth Mindset in Learners
Initially, I focused mainly on fostering perseverance by emphasizing the power of “yet.” While this concept is powerful, reflecting on the broader effects of the growth mindset has led me to realize that it’s just one component of a comprehensive approach to learning. For instance, teaching students about neuroplasticity—the brain’s ability to change and adapt through effort—can help them understand that intelligence is not fixed, but it’s equally important to teach them how to reflect on and adapt their learning strategies.
Sisk et al. (2018) found that when students are given opportunities to reflect on their mistakes and learn from them, their ability to improve increases. For example, instead of simply telling students that they have not mastered a concept “yet,” I will also encourage them to reflect on why they struggled and how they might approach the problem differently next time. This could involve journaling their learning processes or discussing strategies with peers. Additionally, feedback should be more than an evaluation of performance—it should guide students toward improvement, reinforcing that mistakes are a natural part of the learning process (Dweck, 2006).
In practice, this means explicitly teaching metacognitive skills: helping students reflect on their thinking and learning strategies, recognize their mistakes, and develop new approaches to overcome challenges. One example could be using self-assessment tools that help students track their progress over time and make adjustments to their learning strategies. This method not only encourages persistence but also fosters the critical thinking needed to succeed.
Factors to Consider for Impactful Growth Mindset Implementation
Reflecting on my earlier plan, I recognize that creating a truly supportive environment is essential for promoting a growth mindset. Dweck (2006) argues that it is not enough for educators to simply endorse a growth mindset; the environment must be conducive to risk-taking, mistakes, and feedback. For instance, in my previous plan, I suggested that educators should encourage students to take intellectual risks, but I now see that it is equally important to normalize mistakes as valuable learning opportunities in the classroom culture.Feedback is another area where I have refined my approach. According to Sisk et al. (2018), feedback that is specific, constructive, and focused on improvement rather than evaluation is key to supporting a growth mindset. For example, I plan to move away from traditional grading systems that emphasize final outcomes and instead focus on mastery-based learning. This will allow students to receive feedback that encourages continuous improvement, not just evaluation of their current performance.Additionally, research by Dweck (2006) highlights the importance of resilience. Simply fostering a growth mindset without building students' emotional resilience can leave them vulnerable to setbacks. Therefore, I plan to incorporate strategies like goal-setting, self-reflection, and mindfulness to help students cope with failure and continue learning.
Moving Toward a Learner’s Mindset
Reflecting on my own learning journey, I recognize that developing a learner’s mindset requires more than just perseverance. A learner’s mindset goes beyond effort to encompass curiosity, adaptability, and a love of learning. In my initial work, I focused mainly on helping students develop perseverance by emphasizing the importance of the growth mindset. However, reflecting on recent research and my evolving understanding, I now see the need to cultivate not just perseverance but a curiosity-driven approach to learning. This involves encouraging students to explore topics of interest, ask questions, and take ownership of their learning. Dweck (2006) points out that a growth mindset can help students embrace challenges, but it is the mindset of a lifelong learner—one that thrives on curiosity and the quest for knowledge—that leads to sustained success. For example, I will encourage students to pursue self-directed projects or engage in interdisciplinary learning, which will help them see connections between subjects and develop a deeper passion for learning. This shift from compliance-based learning to more inquiry-driven approaches will foster a more genuine love of learning, beyond just the desire to succeed.
Reflecting on My Approach
As I’ve focused on enhancing my approach to promoting a growth mindset, I’ve found myself thinking deeply about what I truly want my learners to be able to accomplish. By prioritizing clear learning outcomes, I am able to identify assessments and activities that authentically demonstrate student growth. In doing so, I can ensure that my assessments don’t just measure final performance but truly reflect the progress and persistence students make along the way.
Using frameworks like Understanding by Design (Wiggins & McTighe, 2005), I’ve been able to work backward from the desired learning outcomes, ensuring that my units are thoughtfully constructed to help students develop and refine their skills over time. This approach helps align my teaching strategies with the principles of a growth mindset, as I am now not only focusing on achieving outcomes but also on the journey students take to get there. As I continue to use this framework, I feel confident that I am fostering a learning environment that encourages resilience, reflection, and deep, meaningful growth.