Staff view for Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed

cdi_crossref_primary_10_1080_00461520_2012_722805

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        challenges. We show that students who believe (or are taught) that intellectual
        abilities are qualities that can be developed (as opposed to qualities that
        are fixed) tend to show higher achievement across challenging school transitions
        and greater course completion rates in challenging math courses. New research
        also shows that believing (or being taught) that social attributes can be
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        victimization or exclusion, and result in enhanced school performance. We
        conclude by discussing why psychological interventions that change students'
        mindsets are effective and what educators can do to foster these mindsets
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        school and in life. In this article we review research demonstrating the impact
        of students' mindsets on their resilience in the face of academic and social
        challenges. We show that students who believe (or are taught) that intellectual
        abilities are qualities that can be developed (as opposed to qualities that
        are fixed) tend to show higher achievement across challenging school transitions
        and greater course completion rates in challenging math courses. New research
        also shows that believing (or being taught) that social attributes can be
        developed can lower adolescents' aggression and stress in response to peer
        victimization or exclusion, and result in enhanced school performance. We
        conclude by discussing why psychological interventions that change students'
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        abilities are qualities that can be developed (as opposed to qualities that
        are fixed) tend to show higher achievement across challenging school transitions
        and greater course completion rates in challenging math courses. New research
        also shows that believing (or being taught) that social attributes can be
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