Dr. Ruth C. Steidinger

“Research shows that focusing on what (curriculum) is taught and how (pedagogy) it is taught is not sufficient. Psychological factors called motivational or non-cognitive factors can matter even more than cognitive factors for students’ academic performance”. Dweck, Walton, and Cohen, 2014

Why do some students perform better than others even when they have the same level of ability or past performance? Beliefs about themselves Their goals in school Their feelings of social belonging, and Their self-regulatory skills

Beliefs about Themselves Mindsets: Students belief about their academic ability influence their academic tenacity. If students are going to invest their effort and energy in school, it is important they they first believe the effort will pay off. Self-efficacy, belief in one’s ability to achieve goals can predict a student’s level of performance. Need to make a shift from a need to prove one’s intelligence to improving it.

Mindset Cliff Notes

Mindset Story

Changes in Fixed and Growth Mindset Across Grade Levels Surveyed K-3 students on their beliefs about intelligence Grade Fixed Mindset Growth Mindset K n/a 100% 1 10% 90% 2 18% 82% 3 42% 58% Mary Cay Ricci, Mindsets in the Classroom

Vocabulary Word for the Day! Neuroplasticity – the ability of the brain to change, adapt, and “rewire” itself throughout our entire life. Neuroplasticity works both ways; it creates new connections and eliminates connections that are not often used.

How Can We Be Intentional in Helping Students’ Improve Their Belief in Themselves? Teach them the power of positive self-talk: There are greater brainwave responses to negative stimuli. (self-talk matters) People work harder to avoid a loss than to attain an equal gain. (shifting self-talk matters) Negative interactions are more powerful than positive. (shifting self-talk matters)

The Power of Self-Talk How does the “self-talk” interpret experiences? Positive Experiences (Teflon) Negative Experiences (Velcro)

How Can You Shape a Child’s Mindset? Read about It Be intentional In teaching it

How Can You Shape a Child’s Mindset? Share Examples Malcom Mitchell University of Georgia Help Students Grow/Develop a Growth Mindset

Make it Visible!

How Do You Shape a Child’s Mindset? Reframe Problems Using stories and examples talk about “desirable difficulties” Malcolm Gladwell Foster Safe Circumstances and Environments That Encourage a Growth Mindset Embrace Failure – create an environment that encourages mistakes First Attempt In Learning

How Do You Shape a Child’s Mindset? Help Students Develop Intentional Habits Acknowledge the Sacrifice Effort Requires Effort takes time and many students are not giving it their all.

Why do some students perform better than others even when they have the same level of ability or past performance? Beliefs about themselves Their goals in school Their feelings of social belonging, and Their self-regulatory skills

Students Achievement Goals Performance (as a way of proving one’s ability) vs. Learning Goals (as a way of improving one’s ability) Performance goals ensure success because little is required of you whereas learning goals stretch you. Students’ endorsement of these goals often predicts their academic achievement. This was found across the ethnic spectrum and among both low and high income students.

Why do some students perform better than others even when they have the same level of ability or past performance? Beliefs about themselves Their goals in school Their feelings of social belonging, and Their self-regulatory skills

Relationships Matter In a survey of high school dropouts, researchers noted that their participants craved one-on-one attention from their teachers, and when they received it, they remembered it making a difference. Some of their best days in school were those when their teachers noticed them, got involved in class, and encouraged them. A study of 3rd graders’ pro-social behaviors (behaviors that led to positive social relationships in school) predicted their grades in 8th grade even better than their academic performance in 3rd grade.

Relationships Matter In a large study of more than 12,000 adolescents from a nationally representative sample, school connectedness emerged as one of the two most consistent and powerful protective factors against every measured form of adolescent risk and distress (family connectedness other factor)

Relationships Matter This relationship was found even after controlling for demographic variables such as sex, ethnicity, family structure, and poverty. The subjective sense of belonging surpassed the effect of a number of objective factors typically associated with being at risk, such as low GPA, being retained in a grade, and parental absence. Resnick et al, 1997

Why do some students perform better than others even when they have the same level of ability or past performance? Beliefs about themselves Their goals in school Their feelings of social belonging, and Their self-regulatory skills (self control and grit)

Power of Self-Control A relatively recent study assessed 8th graders self-control using reports from parents, teachers and student self-reports. An average of these measures proved highly predictive of students’ final 8th grade GPA, achievement test scores, and whether they were admitted to a selective high school. Additionally self-control was an even stronger predictor of success than a student’s IQ score.

Power of Grit Self-control will aide an individual in achieving short term goals, yet high levels of achievement require sustained effort, grit/perseverance, on difficult tasks. Grit predicts educational attainment and adolescents’ and college students’ GPA. Students with growth mindsets about intelligence and learning goals will show more grit in their academic work.