3.2   Mindset & Grit

Fixed vs. Growth Mindset

Mindsets (the power of people’s beliefs) are ways in which we formulate our thoughts about our abilities, relationships, and personality that influences our behaviors and how we feel (Figure 3.4). Students with a fixed mindset believe that their own intelligence and talent are innate traits that don’t change. For example, they might say, “I just can’t learn math.” These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks. With this mindset, people are more likely to attribute their successes to natural talent. Appearing smart, rather than learning, is more highly valued with this type of mindset in education and in the workplace.

Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice. They frequently say, “Math is hard, but if I keep trying, I can get better at it.” Students with a growth mindset see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks (Blackwell, Trzesniewski, & Dweck 2007). With a growth mindset, a person is more likely to believe that their successes are achieved through determination and hard work, the use of good strategies, and feedback from others. In education and the workplace, learning, rather than appearing smart, is more highly valued with this type of mindset (Dweck, 2006; Dweck 2016).

In an interview for OneDublin.org (Morehead, 2012), Dweck, defined both fixed and growth mindsets:

“In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.”

A large part of Dweck’s research on mindsets has been done in the field of education, and how these mindsets affect a student’s performance in the classroom. The growth mindset is clearly the more desirable of the two for students. According to Dweck, individuals with a “growth” theory are more likely to continue working hard despite setbacks. Individuals’ theories of intelligence can be affected by subtle environmental cues. For example, children given praise such as “good job, you’re very smart” are much more likely to develop a fixed mindset, whereas if given compliments like “good job, you worked very hard” they are likely to develop a growth mindset.

While elements of our personality – such as sensitivity to mistakes and setbacks – can make us predisposed towards holding a certain mindset, we are able to develop and reshape our mindset through our interactions (Aldhous, 2008). In multiple studies, Carol Dweck and her colleagues noted that alterations in mindset could be achieved through “praising the process through which success was achieved” (Cimpian, Aree, Markman, & Dweck, 2007), “having [college aged students] read compelling scientific articles that support one view or the other” (Aldhous), or teaching junior high school students “that every time they try hard and learn something new, their brain forms new connections that, over time, make them smarter” (Dweck, 2007). These studies all demonstrate how framing and discussing students’ work and effort play a considerable role in the type of mindset students develop and students’ conceptions of their own ability.

Dweck and Jo Boaler have done extensive research on the topics of fixed and growth mindset. However, studies on mindset depict results that show that there is a disparity in the fixed and growth mindsets of female and male students. In Boaler’s (2013) research, she notes that fixed mindset beliefs lead to inequalities in education and are a main reason for low achievement and participation amongst minorities and female students. Many women feel as though they are not smart enough nor capable enough to continue in certain subjects, such as STEM areas of academia, stating that, “gender differences in mathematics performance only existed among fixed mindset students” (Boaler, 2013).

Dweck’s research and theory of growth and fixed mindsets has been useful in intervention strategies with at risk students, dispelling negative stereotypes in education held by teachers and students, understanding the impacts of self-theories on resilience, and understanding how process praise can foster a growth mindset and positively impact students’ motivation levels (Veronikas and Shaughnessy, 2004). What students believe about their own intelligence can affect their effort, engagement, motivation, and achievement as measured by test scores, school grades, passing rate in post-secondary education, and other metrics (Aronson, Fried, & Good, 2002; Blackwell, Trzesniewski, & Dweck 2007; Dweck, Walton, & Cohen, 2011; Yeager, Walton, & Cohen, 2013).

Why This Matters: A growth mindset may contribute to better grades in school and a willingness to take on new challenges

1. Lower Failure Rates: Low-achieving students at 13 California high schools failed 7% fewer courses and improved their GPAs by .18 grade points after a one-period class designed to boost growth mindset (Yeager, Walton, & Cohen, 2013).
2. Improved Scores: When a group of struggling 7th grade students in New York City learned to 1) think of their brains as muscles that grow with exercise and 2) visualize new connections developing within their brains, their motivation and math scores improved at a time when math achievement typically declines (Blackwell, Trzesniewski, & Dweck 2007).
3. Increased Effort: Seventh-grade students receiving growth-mindset feedback (“I’m giving you these comments because I have high standards and know that you can meet them.”) were twice as likely to revise and resubmit an assignment compared to students who received generic feedback (Yeager, Walton, & Cohen, 2013).
4. More Problems Solved: Students who saw a growth mindset-related message (e.g., “When you learn a new kind of math problem, you grow your math brain!”) correctly solved 3-5% more online math problems compared to those who didn’t see growth mindset-related messages. The effect carried over to the next math topic the students tackled (Yeager, Walton, & Cohen, 2013).

Students with a fixed mindset often do not realize that they can change their mindset and settle with an attitude that they cannot do better. But with a growth mind set attitude students can do anything they want as long as they work hard and consistent until they reach their goals (Figure 3.5).

Examples of a Fixed Mindset

The following is an example of how a student with a fixed mindset might discuss their struggles in school:

Since I could remember, I never did well in school and struggled. I felt that there was nothing I could do to change who I was. I was just not smart. I have started and stopped my education many times. I have quit programs and changed majors when it got to be too much. I felt that I could never get far because I simply did not have the intelligence others did. I get frustrated and overwhelmed and the stress gets to me so much that I panic and slip into deep depression.

Here is an example of how a fixed mindset would impact someone struggling with issues in their personal life:

The past few years of my life have been quite hard in terms of family dynamics, personal and family health struggles, financial hardships, and much more. There have been many times when I wanted to quit school completely and sometimes not even wanted to get out of my house. I had no reason to live as I felt that I was never going to get through all of these challenges in my life. I guess I just have bad luck and failure is my destiny. I can’t change anything.

Examples of a Growth Mindset

The following is an example of how a student with a growth mindset might discuss their struggles in school:

I was always on my own. Meaning, I had no one to go to for help. My parents didn’t speak or read English well at the time, so I always did my homework on my own, I struggled and felt alone. But something happened in college, and I finally knew that it was o.k. to ask for help and I no longer had to struggle quietly. I began to be disciplined and did my homework, went to class and asked questions. I knew that I might not have been the smartest person, but I understood if I wanted something really bad that I had to work hard for it. Here I am almost done with my Associate degree and getting ready to transfer, something I did not believe would ever happen. My attitude and my mind set has changed to believe that if I want to push myself to get something done, that I can. I never knew I could and I will never give up regardless of what comes my way.

Here is an example of how someone with a growth mindset would handle struggles in their personal life:

I found myself homeless taking care of my three children. One day I thought to myself how did I get here and how can I change my situation. I got married young and had children young, my husband was abusive and left us. I could no longer sustain paying my bills and found myself in shelters and on the streets. With so much negative going on in my life, I knew that I needed help. I began to use the community services to help reinvent myself. I needed new skills to find a job, find a place to live and provide an opportunity for my children to have a chance at this life. My priority was their safety and I knew that being on the streets was not safe for them. I wanted to give up at times, but I was reminded that I was not alone. I found my new path and I enrolled in college with a new attitude that gave me hope. I am on my way to a new way of life and I know that I can do it.

Now that you’ve had a chance to read through examples of fixed and growth mindsets, you should have developed a better understanding of the types of language and thoughts are associated with each. You are now prepared to help shift your own thinking to align with a growth mindset and catch yourself when you express more fixed mindset thinking. Another skillset that will help you with this is GRIT, which we will discuss next.

What is GRIT?

According to Angela Duckworth, author of “GRIT,” grit is a combination of passion and perseverance used to achieve a long-term, challenging goal (Figure 3.6). For some, GRIT can be thought of as a combination of guts (courage), resilience (flexibility), initiative (taking action) and tenacity (refusal to give up).

The concept of grit, originally articulated by Duckworth et al. (2007), has developed and expanded in parallel with the field of positive psychology. Indeed Seligman (2011) in his major textbook “Flourish,” devoted an entire chapter to the concept. Of course, further research will either lead to the consolidation of the importance of grit, or will suggest there are other more important constructs, such as the longer established concept of resilience (Werner, 1996). In this section, we will look more in depth at the concept of GRIT.

One of the pillars of Psychology has been research into intelligence, which has looked at both theoretical and applied aspects of the concept. Clinical psychologists have relied on various iterations of the intelligence scales originally developed by Wechsler (1955). This is now on its fifth version (Wechsler, 2010; Hubbard and Hare, 2015). Though called the WAIS IV (the first version was called the Wechsler–Bellevue Scale, but the Bellevue Hospital name was dropped from all subsequent versions). However, research began to show certain contradictions that revealed individuals of an equal or lesser IQ were consistently outperforming their “more intelligent” counterparts (Duckworth et al., 2007). Indeed, in many cases, individuals with a lower or average IQ were achieving higher qualifications, obtaining more influential job roles and receiving a higher income (Duckworth et al., 2007).

Subsequently, there was a shift in research focus toward the importance of non-cognitive traits and factors in predicting and measuring achievement and success. Although the concepts such as perseverance, mindsets and goal driven behaviors which are identified to be non-cognitive traits were studied earlier in the field of education (Londoner, 1972; Levy and Dweck, 1998). A greater focus on the importance of these non-cognitive traits in this field was made popular by Angela Duckworth, who was mainly concerned with the concept of grit. This can be divided into two sub-components; perseverance of effort and consistency of interest and the importance of fostering grit to enhance personal achievement and success.

Duckworth et al. (2007, pp. 1087–1088) states that grit involves “working strenuously towards challenges, maintaining effort and interest over years despite failure, adversity, and plateaus in progress.” Also, Duckworth stresses the importance of stamina in grit, and describes a “gritty” individual as somebody who treats their success and achievement as a marathon, rather than a sprint. Prior to Duckworth developing her research into non-cognitive predictors of academic success, educational research had focused on the more traditional measures of academic outcomes and less focus into non-cognitive traits. Thus, the research of Duckworth generated a shift in research focus into predominantly considering non-cognitive traits, such as grit, that showed an individual’s character was much more influential to their academic success.

Throughout the last decade of research into the construct of grit and its many applications, it has been recorded that there are certain demographic differences in grit. Certain individuals are said to be more likely to develop grit and persevere in the face of adversity. Grit has been shown to correlate with gender (Flaming and Granato, 2017), with females scoring higher in grit than their male counterparts (Jaeger et al., 2010; Christensen and Knezek, 2014; Aswini and Amrita, 2017) (Figure 3.7); and age (Cupitt and Golshan, 2015).

Grit has been posited as a highly influential construct linked to academic success and achievement. It has been found that grit is associated with academic productivity and engagement (Hodge et al., 2017); academic motivation (Eskreis-Winkler et al., 2014); academic achievement (Pate et al., 2017); perseverance in challenging tasks (Lucas et al., 2015); academic performance (Kelly et al., 2014); amount of hours studying (Cross, 2014); learning strategies (Weisskirch, 2016); task values and goal orientation (Muenks et al., 2017, 2018); the pursuit and attainment of postgraduate training (Palisoc et al., 2017), and the retention of students (Crede et al., 2017). However, there are also some studies suggesting that grit is not a predictor of academic achievement and performance (Ivcevic and Brackett, 2014; Bazelais et al., 2016; Muenks et al., 2017; Palisoc et al., 2017).

Grit is also is strongly related to well-being. It has been shown that grit is positively correlated with happiness (Singh and Jha, 2008); satisfaction and a sense of belonging (Bowman et al., 2015); purpose commitment (Hill et al., 2014); psychological well-being (Goodman et al., 2017); value and self-efficacy (Muenks et al., 2017, 2018); self-esteem (Weisskirch, 2016); a growth mindset (Duckworth et al., 2007; Hochanadel and Finamore, 2015); pursuing engagement and pleasure in life (Von Culin et al., 2014); higher mental health (Sharkey et al., 2017); emotional stability during stressful or negative life events (Blalock et al., 2015); and a sense of meaning in life (Von Culin et al., 2014).

Negative correlations between grit and certain psychological outcomes have also been established. Research has revealed a negative correlation between grit and perceived stress, arguing that “psychological resources, particularly grit, make students less prone to stress.” While there is a positive association between perceived academic failure and stress (Lee, 2017). This research suggests that focusing on stress management may reduce perceived academic failure, enhance grit and, in turn, improve academic success and personal achievement.

Perhaps not surprisingly in a time of major neuroscientific advance, recent research has also revealed an association between grit and personal achievement linked to the brain activation of a specific area of the brain. The neural substrate for grit has been identified as being located in the dorsomedial prefrontal cortex (DMPFC) (Figure 3.8), the region also said to be responsible for concepts such as self-regulation, planning, goal-setting, and reflection of past experiences (Wang et al., 2017). However, this structural knowledge regarding the neural basis of grit should not discourage the idea that grit is a construct that can be fostered and built upon.

A growth mindset has been strongly associated with the presence of grit in individuals (Hochanadel and Finamore, 2015) and an academic environment that promotes growth is likely to foster gritty students who will learn to persist through challenges (Duckworth et al., 2007; Hochanadel and Finamore, 2015). As you have read, there are many benefits to possessing grit and developing a growth mindset. 

Remix/Revisions featured in this section

• Small editing revisions to tailor the content to the Psychology of Human Relations course.
• Remix of mindset from 4 Fixed and Growth Mindset (Student Success – College of the Canyons) and Introduction to Growth Mindset (Transforming Education), grit from All That glitters Is not grit (Kannangara et al., 2018 – Frontiers in Psychology).
• Changed formatting for photos to provide links to locations of images and CC licenses.
• Added doi links to references to comply with APA 7^th edition formatting reference manual.

Attributions

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Modification, adaptation, and original content. Provided by: Stevy Scarbrough. License: CC-BY-NC-SA 4.0

CC Licensed Content Shared Previously
Introduction to Growth Mindset. Provided by: Transforming Education. Located at: https://transformingeducation.org/wp-content/uploads/2019/04/Introduction_to_Growth_Mindset_Handout_Final.pdf License: CC BY-NC-SA-4.0

CC Licensed Content Shared Previously
Student Success. Authored by: Graciela Martinez, Anh Nguyen, & Liz Shaker. Published by: College of the Canyons. Located at: https://drive.google.com/drive/folders/1JUKf9Y4kWSQ77fDsQIpw3MAeN-Zymnt_ License: CC BY 4.0

CC Licensed Content Shared Previously
Kannangara, C. S., Allen, R. E., Waugh, G., Nahar, N., Khan, S. Z. N., Rogerson, S, & Carson, J. (2018). All That glitters Is not grit: Three studies of grit in university students. Frontiers in Psychology, 9:1539. https://doi.org/10.3389/fpsyg.2018.01539

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