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Brainology: Transforming Students Motivation To Learn

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Brainology: Transforming Students Motivation To Learn
In “Brainology: Transforming Students’ Motivation to Learn,” by Carol S. Dweck, she explains the two types of mindsets students have. The number of studies Dweck has done shows the results of how children behave emotionally and physically with the two mindsets, which are growth mindsets and fixed mindsets. The mindset that will construct students for their beneficial benefit in the future is the growth mindset. Growth mindset students manage up their efforts and maintain that effort. As for me, I believe I am a growth mindset student due to the progress I’ve seen in my academic years. As for us growth mindset students, we know how to fix our mistakes so that we can get an A+. As we study more during the summer, our results in any subject progress more than fixed minded students. For example, I am currently a high school student taking a college class during summer. Of course, I want to have a longer sleep time at night, but instead I wake up 7 in the morning for my …show more content…
It improves the motivation they will need in the future. Motivation and effort are the key for growth mindset students. Dweck and his team took a group of seventh graders and divided them in half. One half was a growth mindset workshop and their lesson began with an article that explains to them how to advance their intelligence. As a result, these kids ended up having full motivation yet as for the other group, there has been no improvement since day one. The growth mindset is a better opportunity for students to improve academically. This type of mindset will construct students to become advanced in the long run. Therefore, these students will become confident, willing, and ready. Dweck seems to have a point that growth mindset is a positive choice for students entering junior high. Therefore, growth mindset is a way that I believe will benefit students of the next generation due to the studies shown and the progress of some
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