81011982

open access

Version of Record

Implications of Mindsets on Academic Achievement

神戸大学国際コミュニケーションセンター論集

16

37-48

神戸大学国際コミュニケーションセンター

2020-03-31

2020-03-11

This study is a literature review to better understand continuing motivation and resiliency issues among students in the U.S. education system, and how educational reforms that continue to focus predominantly on increasing academic rigor in curricula and standardized testing may result in contributing to and further aggravating this problem. In particular, the review looks at the importance of psychological (noncognitive) factors, specifically the mindset and beliefs students hold towards learning and intelligence and ability, as a critical yet missing piece in education reform. The study provides insight into how the mindset a student holds (fixed or growth) has a cascade of significant implications for their approach to learning, overcoming challenges, and overall academic achievement, and how well-crafted mindset interventions have shown to be effective in raising student motivation, resilience and academic performance, especially with at risk, low income, and minority students. To conclude, the study explains some controversies and challenges in this field, and future research implications.

fixed mindset

紀要論文