Brainology helps in understanding that the intelligence and abilities of students are not fixed since one can develop them by applying effort. Confidence in the ability to learn is gained when a growth mindset is present in students. It happens since they embrace challenges and then strive to learn more and be smarter. This makes them more resilient when difficulty comes their way, thus, they can achieve more. The following are my reactions to articles written about brain concepts.
Many scientific researches concentrate on the topic of brainology and the way a mind works. According to Dweck, in her article “Brainology”, there are various mindsets present in children (2021). She discusses two mindsets, which include fixed and growth mindsets. Intelligence is considered to be the key subject between the two and is viewed differently. According to her article, individuals with a fixed mindset tend to believe each person has a certain amount of intelligence, whereas those with a growth mindset believe that their intelligence can grow through effort. Dweck asserts that these mindsets can produce different outcomes when praised in diverse ways (Dweck, 2021). She tested this theory by researching two groups of kids by testing their intelligence quotient and then praising them. One was praised based on their effort and the other on their intelligence. Results revealed that those with a fixed mindset had difficulty in overcoming challenging tasks while those with a growth mindset accepted to encounter challenging tasks. Dweck, nevertheless, claims that the concept of growth is teachable to those with the belief that intelligence is fixed through motivation.
I agree with Dweck’s ideology to some extent that those with a fixed mindset can be taught the idea of a growth mindset. I, however, do not agree with her general conclusion on her theory of inspiring motivation fully. From my experience, most of these mindsets had already been developed from the motivation received, and that was the driving factor in the first place.
In her article, Dweck clarifies the act of praising children and the outcome it produces from conducting research. Based on the research, she denotes how parents kept questioning her reasons why their kids were unable to work hard in school, and she wanted to know if praising the children was why they behaved that way (Burnette et al., 2020). According to the research, one needs to understand that there is an extrinsic motivation that is based on external rewards or punishments and intrinsic motivation that is based on personal satisfaction and enjoyment. Those with a fixed mindset are motivated to perform the best they can be based on the external reward received, whereas those with a growth mindset do so for personal satisfaction (Strader, 2019). I believe that the two mindsets are first motivated either intrinsically or extrinsically.
With regard to my partial agreement and disagreement with Dweck’s idea, from my experience, I was intrinsically motivated to be a business person before I developed the mindset I now have. The idea of my intrinsic motivation was to achieve the goal of creating jobs for youths in society. My biggest passion has been to be an entrepreneur no matter what, since my satisfaction is derived from being able to ensure the financial well being of youths. I, therefore, consider myself to bear traits of a growth mindset since I developed an intrinsic motivation first, then believed that I could obtain my satisfaction through dedication and effort. In conclusion, the type of mindset is dependent on the incentive that drives a person, and I would recommend this article to anyone who needs knowledge on mindsets.
References
Burnette, J. L., Hoyt, C. L., Russell, V. M., Lawson, B., Dweck, C. S., & Finkel, E. (2020). A growth mind-set intervention improves interest but not academic performance in the field of computer science. Social Psychological and Personality Science, 11(1), 107-116.
Dweck, C. S. (2021). Mindset: Changing the way you think to fulfill your potential. Deewang Aggarwal.
Strader, M. (2019). Growth mindset: What is it? Why do we need it? How do we get it? Educating Young Children: Learning and Teaching in the Early Childhood Years, 25(2), 29-31.