Mindset 2012 NIU Advising Summit Presentation
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Transcript of Mindset 2012 NIU Advising Summit Presentation
Advising for Optimal Academic Striving:
A Growth Mindset ApproachSteven Estes
College of Liberal Arts and Sciences Advising
Amanda DurikDepartment of Psychology
How can we promote a mindset that enables:
• Persistence—even when depressed?• Success across cultures and ability levels?• Resilient confidence?• Willingness to benefit from developmental
courses?
Opportunities to promote academic striving:
Appointments
Orientation
UNIV 101
MAP-Works/OSAS
Engaged Learning
ACCESS
& many more!
Advising Models & Assumptions About Motivation
Prescriptive
“limited largely to producing high
grade, gaining credit for the course, or
obtaining a degree in order to realize a certain level of
income…” Crookston (1994)
Developmental
“…satisfaction in work
accomplishment stemming from a natural striving
toward self-enhancement…”
Crookston (1994)
Intrusive
“Motivation is not the cause, but the result
of intrusive intervention activities.”
Earl (1988)
“Instilling” Motivation*
Open questions
Listen for Desire, Ability, Reason, Need (DARN) statements
Looking back/forward
Exploring goals/values
“Eliciting” Motivation*
“You can do it!”
“I know you have what it takes!”
“Keep at it!”
Selling on benefits of education
Appreciative Advising (Bloom, Hutson, & He 2008): Motivation is “discovered” through open-ended
questions about their “dream” aspirations.
*Examples from Starks (2012)
What if a research based model of motivation could…
• Define effective ways to instill motivation?
• Focus our attempts to elicit motivation?
An Overarching Theoretical ModelDweck (1986, 2006)
Motivation in achievement situations is guided by how learners/athletes/employees
conceptualize their abilities
Mindsets
(Dweck, 1986, 2006)
Fixed Mindset
intelligence is a fixed trait
Growth Mindset
intelligence is a malleable quality that can change and grow
Slide adapted from mindsetworks.com
What Mindsets DoFixed Mindset Students Say
Learning is Most Important
“What is really important to me in my classes is whether I learn
something.”
Effort is positive
“The harder you work at something, the better you’ll be at it.”
Growth Mindset Students Say
Looking Smart is Most Important
“The main thing I want when I do my school work is to show how
good I am at it.”
Effort is negative
“To tell the truth, when I work hard at my school work it makes me feel
like I’m not very smart.”
Slide adapted from mindsetworks.com
What Mindsets Do
Fixed Mindset Students Say
Resilient response to failure
“I would work harder in this class from now on.”
“I would spend more time studying for the tests.”
Growth Mindset Students Say
Helpless response to failure
“I would spend less time on this subject from now on.”
“I would try not to take this subject ever again.”
“I would try to cheat on the next test.”
Slide adapted from mindsetworks.com
What Does the Research Say? Achievement
Correlational Studies:
Univ. of Southern CA students—growth mindset related to increase in confidence after challenge (Robins & Pals, 2002)
University of Hong Kong students—growth mindset related to desire to take optional English course (Dweck, 2006)
University students—for growth-minded chemistry students, more challenge more interest (Dweck, 2006)
University students—for fixed-minded students, higher grades early on more interest (Dweck, 2006)
What Does the Research Say? Emotional Well Being
Correlational Studies:
University students—growth mindset predicted less depression during the spring semester (Dweck, 2006)
NIU freshman—growth mindset about shyness predicted reductions in anxiety 7 months later (Valentiner et al., 2011)
Experimental Test Of Mindset Effects(Blackwell et al., 2007)
Randomly assigned 7th grade students to:
1.Growth mindset condition OR
2.Control condition
Measured math grades pre- and post-intervention
Experimental Test:Math Grades in Junior High School
(Blackwell et al., 2007)
Growth mindset
Control
Experimental Test Of Praise Effects(Mueller & Dweck, 1998)
Students take a test and receive randomly assigned positive feedback:
1.Intelligence praise: “Wow, that’s a really good score. You must be smart at this” OR
2.Effort praise: “Wow, that’s a really good score. You must have tried really hard.” OR
3.Control praise: “Wow, that’s a really good score.
Then, all students take a more difficult test
Effort
Higher confidence
Higher motivation
Higher Performance
Intelligence Praise
Lower confidence
Lower motivation
Lower Performance
After difficult
test
Slide adapted from mindsetworks.com
Test Of Praise Effects:After The Difficult Test
(Mueller & Dweck, 1998)
4.5
5
5.5
6
6.5
Trial 1 Trial 3
Effort PraiseControl PraiseIntelligence Praise
# of
Pro
blem
s So
lved
Slide adapted from mindsetworks.com
Test Of Praise Effects:Performance After Negative Feedback
(Mueller & Dweck, 1998)
Initial test Test after negative feedback
0
0.1
0.2
0.3
0.4
Intelligence Control Effort
Prop
ortio
n of
Chi
ldre
n
Slide adapted from mindsetworks.com
Test Of Praise Effects: Students Who Lied About Low Scores
(Mueller & Dweck, 1998)
So, how does this apply to advising?
Effort is good
Negative performance feedback helps identify room for improvement
Difficult work leads to learning
Putting it into practice…(role-playing activity)
References
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263.
Bloom, J.L., Hutson, B.L., & He, Y. (2008). The appreciative advising revolution. Urbana-Champaign, IL: Stipes.
Crookston, B. B. (1994). A developmental view of academic advising as teaching. NACADA Journal, 14(2), 5-9.
Dweck, C. (2006-02-28). Mindset: The new psychology of success. Random House, Inc.. Kindle Edition.
Earl, W. R. (1988). Intrusive advising of freshmen in academic difficulty. NACADA Journal, 8 (2), 27-33.
Mueller, C. M., & Dweck, C. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.
Robins, R., & Pals, J. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313– 336.
Starks, S. R. (2012). Enhancing Student Motivation. Retrieved 16 September 2012 from http://distanceadvising.com/2012/05/enhancing-student-motivation/