Would you rather…. From my daughter: Be in a pool of marshmallows OR pool of M & Ms? Be able to fly OR swim underwater? Go 0 for 9 in a basketball game OR Go 0 for 30 in a basketball game? Kobe Bryant would rather go 0 for 30 Video… Kobe’s view: http://www.aretehoops.com/a-case-study-kobe-bryants- shooting-mindset/

Growth Mindset & Attribution Theory EDU 330: Educational Psychology Dr. Daniel Moos, PhD

Intelligence can be developed Growth Mindset “Growth Mindset” Intelligence can be developed Leads to students to want to learn and a tendency to…. Embrace challenges Embrace challenges (self-image not affected by failure) See effort as something as necessary to develop View negative feedback as constructive criticism

Growth Mindset “Fixed Mindset” Intelligence is fixed Leads to students to want to “look smart” and a tendency to…. Avoid challenges because could negatively affect self-image Give up easily in the face of failure See effort as fruitless (either smart or dumb) Interpret negative feedback as personal criticism

Strategies to Support Growth Mindset Establish high expectations Create a risk-tolerant learning zone Give feedback that focuses on process

Attribution Theory: Introduction (I) Attributions: Explanations that people tend to make to explain success or failure Controllable Uncontrollable Internal Effort Luck Difficulty of Test Choice of Study Environments External

Attribution Theory: Introduction (II) How do individuals typically attribute their success and/or failure? Interpret successes and failures in a manner that is most likely to maintain positive self-image Success/Failure Success Failure Controllable Uncontrollable Internal Effort Luck Difficulty of Test Choice of Study Environments External

Attribution Theory: Strategies Students most likely to persist after failing if they attribute failure to a lack of appropriate effort Attribution of “I am am really good at this” or “I am not good at this” undermines positive attributions and ultimately growth mindsets Support controllable attribution through scaffolding student’s understanding of effort Students often confuse spending time doing ineffective activities with effort Students often have incorrect conceptions of their understanding (metacognition)

Attribution Theory: Teach-Okay-Yes What is the “Teach-Okay-Yes” Strategy? Why is the “Teach-Okay-Yes” Strategy effective? Teach Okay Yes