So far we have talked about the two different mindsets (fixed and growth) and how they affect confidence. The big question is can the fixed mindset change. Let’s take a look.
Can Mindsets Be Changed?
Can a growth mindset be taught and will people reap benefits from learning it? In four studies two from Blackwell (2005, 2007) and two from Aronson and Good and their colleagues (2002,2003) workshops were developed to teach a growth mindset. In these workshops, students (from junior high through college, depending on the study) learned that the brain was a dynamic, flexible organ and that every time they learned something new their brain formed new connections. Over time, these proliferating connections would make them smarter. Students were also shown how this idea could be applied to their schoolwork. These interventions were relatively modest, but had rather immediate and striking effects.
In every one of these studies, students who learned the growth mindset of intelligence showed significant gains in grades and/or achievement test scores. In some studies, these gains were made relative to control groups that were also given noteworthy interventions, such as an intervention involving training in study skills.
In one of our studies (Blackwell, et al, 2007), teachers singled out the students who had been in the growth intervention and noted clear changes in their motivation (even though these teachers were blind to the intervention condition their students were in). Here are some of the things they said:
“L., who never puts in any extra effort and often doesn’t turn in homework on time, actually stayed up late working for hours to finish an assignment early so I could review it and give him a chance to revise it. He earned a B+ on the assignment (he had been getting C’s and lower).”
“M. was far below grade level. During the past several weeks, she has voluntarily asked for extra help from me during her lunch period in order to improve her test-taking performance. Her grades drastically improved from failing to an 84 on the most recent exam.”
“Several students have voluntarily participated in peer tutoring sessions during their lunch periods or after school. Students such as N., and S. were passing when they requested the extra help and were motivated by the prospect of sheer improvement.”
It would be fascinating to see how a growth mindset intervention works in the domain of sport— to see the impact that it has on the desire to practice, the enjoyment of sport, and the ability to cope effectively with setbacks, especially for those who have been turned off the joy of sport.
It would also be fascinating to look at the impact of such interventions on elite athletes as well. It could help “naturals” to develop the attitudes and habits that would allow them to fulfill their potential, instead of going the way of Billy Beane the baseball player.
Finally, it would be fascinating to see what a growth mindset intervention does for teamwork. Instead of each player vying to be the most talented star—always trying to look better than his or her teammates–would a growth mindset foster a more cooperative, learning-together environment?
Conclusion
Without denying the importance of that thing called “talent,” an athlete’s mindset—can be equally important. One mindset, built around a belief in fixed traits can limit athletes’ ability to fulfill their potential. It can do this by making them value looking good, being “the star,” and staying in their comfort zone over stretching themselves to learn new things. It can do this by making them feel that naturals should not have to work as hard as others to shine. And it can do this by fostering defensive strategies – a desire to hide mistakes or make excuses—instead of confronting the mistakes or deficiencies.
To the contrary, growth mindset is built around the belief in expandable skills, can foster athletes’ ability to fulfill their potential by making them value learning, by making confidence (in improvement) easier to maintain, and by fostering effective strategies and sustained effort in the face of difficulty.
In a Stanford University study, athletes who believed that athletic success was due more to practice and hard work and less to natural ability had more success the next season. The study also found that athletes who thought that their coaches believed in practice and hard work more than natural ability had more success. In fact, many are finding more and more that people absorb the mindset that is prevalent in their organization. This means that coaches must themselves adopt a growth mindset and send messages to their athletes that they believe in improvement and that they value the practices that lead to it.
I hope this 3-part series was of value to you and your athletes. I hope you continue to work on your growth mindset and share this with others. Let us know if we can help.