WEEK 7 – ED1BPD. Mindset
MON 08/11/21
SLIDE 4: MINDSET
“a person’s way of thinking & their opinions.” – CAMBRIDGE DICTIONARY
SLIDE 6: DEVELOPMENT OF IDEAS
Timeline –
1. Studying animal behaviour
2. 1970s = Studying children’s reactions to failure – attribution theory
3. Early 1980s = looking at achievement motivation – goals
4. Mid 1980s – present = mindset era
5. Applications – workshops & interventions
6. 2006 = published mindset: new tech of success
7. Public impact
What’s next
SLIDE 7&8: ATTRIBUTION THEORY – WEINER
Dweck worked with Weiner
o Attribution = 3 stage process:
1) Behaviour – observed
2) Behaviour – determined to be deliberate
3) Behaviour – attributed to internal or external causes
Internal = I couldn’t jump over that step because I’m no good at jumping
o Achievement attributed to:
1) Effort – didn’t try hard enough
2) Ability – can’t jump high enough
3) Level of task difficulty – step too high
4) Luck – unlucky, I tripped
o Casual dimensions of behaviour:
Locus of control – 2 poles, internal (within me) VS external
Stability – do causes change over time?
Controllability – causes we control (skills) VS causes we can’t control (luck,
actions of others). Within my control or beyond my control.
Weiner, B (1972). Attribution theory, achievement motivation, and the educational process.
Review of educational research, 42(2), 203-215.
SLIDE 9: DWECK & COLLEAGUES FOUND
o Kids show ‘helpless’ reaction when they attribute their failures to something they
can’t control (e.g. ability)
o Kids more ‘mastery-oriented’ when they attributed failure to something they could
control (e.g. effort)
o Led to continued positive affect (beliefs) & sustained/improved performance
MON 08/11/21
SLIDE 4: MINDSET
“a person’s way of thinking & their opinions.” – CAMBRIDGE DICTIONARY
SLIDE 6: DEVELOPMENT OF IDEAS
Timeline –
1. Studying animal behaviour
2. 1970s = Studying children’s reactions to failure – attribution theory
3. Early 1980s = looking at achievement motivation – goals
4. Mid 1980s – present = mindset era
5. Applications – workshops & interventions
6. 2006 = published mindset: new tech of success
7. Public impact
What’s next
SLIDE 7&8: ATTRIBUTION THEORY – WEINER
Dweck worked with Weiner
o Attribution = 3 stage process:
1) Behaviour – observed
2) Behaviour – determined to be deliberate
3) Behaviour – attributed to internal or external causes
Internal = I couldn’t jump over that step because I’m no good at jumping
o Achievement attributed to:
1) Effort – didn’t try hard enough
2) Ability – can’t jump high enough
3) Level of task difficulty – step too high
4) Luck – unlucky, I tripped
o Casual dimensions of behaviour:
Locus of control – 2 poles, internal (within me) VS external
Stability – do causes change over time?
Controllability – causes we control (skills) VS causes we can’t control (luck,
actions of others). Within my control or beyond my control.
Weiner, B (1972). Attribution theory, achievement motivation, and the educational process.
Review of educational research, 42(2), 203-215.
SLIDE 9: DWECK & COLLEAGUES FOUND
o Kids show ‘helpless’ reaction when they attribute their failures to something they
can’t control (e.g. ability)
o Kids more ‘mastery-oriented’ when they attributed failure to something they could
control (e.g. effort)
o Led to continued positive affect (beliefs) & sustained/improved performance
