Growth Mindset and Effort Affirmation in College Student Motivation: Supporting At-Risk Learners
Overview
This paper examines Carol Dweck's growth mindset theory and its application to motivating college students at risk of academic failure. The author argues that while praising effort and perseverance is valuable, educators must also acknowledge external challenges faced by minority and low-socioeconomic students, combining ability affirmation with effort recognition to maximize motivation and resilience.
What this essay covers
- Introduction to growth mindset theory and Carol Dweck's research on praise strategies
- Comparison of fixed versus growth mindset and their effects on student resilience and self-efficacy
- Personal narrative of academic struggles and recovery through effort-based praise from a tutor
- Critique of growth mindset limitations for at-risk students requiring validation alongside effort affirmation
Preview
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Personal Goal: To Be Successful In College
The power of our most elementary beliefs, whether cognizant or subliminal, affects our behavior and success in any undertaking or even our ability to improve. Carol Dweck, an American psychologist, suggests that educators should praise learners for their effort, perseverance, or improvement. This inspires them to learn from their mistakes, move on from failures, and take risks. She termed this form of motivation as the "growth mindset," which leads to a yearning to learn and, therefore, a propensity to embrace challenges, continue in the face of obstacles, learn from criticism, and see effort as the path to success. However, by itself, the growth mindset may not be very effective for students at risk, especially minority undergraduates or learners with low socioeconomic status who have rarely received affirmation of their abilities from educators. In addition to mastery-oriented praise that reinforces hard work, these underserved students need messages that acknowledge the external challenges that often inhibit their ability to succeed and their capacity to rise above these trials and succeed. This paper theorizes that motivating college students at risk to greater achievement levels requires instructors to affirm both their ability and effort.
Dweck and other psychologists have shown that students who believe their intelligence and abilities cannot be improved upon (the "fixed mindset") often demonstrate academic alienation or withdrawal when faced with challenges or setbacks.