Strengthen Your Brain with a Growth Mindset
Intelligence may have as much to do with how you view yourself as with innate ability. In other words, itâs less the cards youâre dealt and more how you play them.
Stanford psychologist Carol Dweck developed a framework of contrasting mindsetsââfixedâ and âgrowthââthat are shown to influence academic performance, moral character and even the success of long-term relationships1.
Our mindsets guide our interpretation of what happens around us. Theyâre the stories we adopt that inform our response to events and other people.
A fixed mindset assumes qualities are innate; successes and failures reflect how your ability compares to external standards. With a fixed mindset, you may view each endeavor as a measure of your competence. Youâre likely to be discouraged by failure, ignore useful criticism and avoid future challenges.
By contrast, a growth mindset views personal qualities as malleable; you can cultivate your intelligence, character and creativity through effort. Adopting this outlook may help you view setbacks as opportunities, internalize feedback and stretch yourself with new experiences.
Mindset Impacts Achievement
Research suggests adopting a constructive mindset can actually impact how your brain functions. For example, a 2011 study2 shows the ability to recognize and rebound from mistakes is associated with enhanced neural signaling. During acuity tests of 25 undergraduates, scientists observed that growth-minded individuals demonstrated superior accuracy after making mistakes compared with individuals endorsing a more fixed mindset.
Similar achievement benefits have been observed on a wide scale. In a 2015 paper3, researchers presented nearly 1600 students across 13 high schools with growth mindset interventions that encouraged them to persist through academic difficulty. Â For example, select students read an article describing the brainâs ability to grow with hard work. Setbacks were explained as learning opportunities instead of as signs of limited potential.
After one semester, the advantage of cultivating growth mindsets was clear: the interventions raised struggling studentsâ GPAs in core academic courses and increased the rate at which they performed well by 6.4 percent.
This research confirms the findings of previous studies4, 5, 6, that show students perform better by persisting through challenging tasks. When it comes to academic achievement, attitude appears paramount. Â
Commit to Growth, Live Better
For those of us who no longer have to worry about exams and GPAs, there are real benefits of maintaining a growth mindset beyond the classroom. In addition to its impact on cognitive performance and achievement, a mindset colors your life experience.
Dweck says the belief that your qualities are set in stone inspires an unhealthy need to prove yourself, and a binary method of self-evaluation: Will I be accepted or rejected? Will I be a winner or a loser?
You can avoid these inflexible labels by investing in a quality that seems key to happiness and to realizing your potential: resilience. Psychology tells us that mindset determines meaningâof your motivations and effort, and of your setbacks and successes. So if youâre not where you want to be, keep going! Each setback is a chance to grow.
References 1 Dweck, Carol. Mindset: the new psychology of success. Ballantine Books: NY (2007) 2 Moser, S et al. Mind your errors: Evidence for a neural mechanism linking growth mind-set to adaptive posterror adjustments. Psych Sci. 22:1484-1489 (2011) 3 Paunesku D, et al. Mind-Set interventions are a scalable treatment for academic underachievement. Psychol. Science. 1-10 (2015) 4 Aronson J, Fried, CB, and Good C. Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. J. Exper. Soc Psyc. 38: 113-125 (2002) 5 Blackwell LS, Trzesniewski, KH, and Dweck, CS. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Dev. 78: 246â263 (2007) 6 Good C, Aronson, and Inzlicht, M. Improving adolescentsâ standardized test performance: an intervention to reduce the effects of stereotype threat. J Appl. Dev. Psych. 24: 645â662 (2003)









