Hr Mindset

[Regino Meriweather]

Adultscan take steps to ensure that their children develop growth mindsets by praising efforts not results. By focusing on the process rather than the outcome, adults can help kids understand that their efforts, hard work, and dedication can lead to change, learning, and growth both now and in the future.

"I've seen so many people with this one consuming goal of proving themselves in the classroom, in their careers, and in their relationships. Every situation calls for a confirmation of their intelligence, personality, or character. Every situation is evaluated: Will I succeed or fail? Will I look smart or dumb? Will I be accepted or rejected? Will I feel like a winner or a loser?

A mindset is an established set of attitudes of a person or group concerning culture, values, philosophy, frame of mind, outlook, and disposition.[1][2] It may also arise from a person's worldview or beliefs about the meaning of life.[3]

Some scholars claim that people can have multiple types of mindsets.[4] Some of these types include a growth mindset, fixed mindset, poverty mindset, wealth mindset,[vague] abundance mindset, and positive mindset among others that form the make up of a person's overall mindset.[5]

More broadly, scholars have found mindset is associated with a range of functional effects in different areas of people's lives. This includes influencing a person's capacity for perception by functioning like a filter, a frame of reference, a meaning-making system, and a pattern of perception. Mindset is described as shaping a person's capacity for development by being associated with passive or conditional learning, incremental or horizontal learning, and transformative or vertical learning. Mindset is also believed to influence a person's behavior, having deliberative or implemental action phases, as well as being associated with technical or adaptive approaches to leadership.[6]

A mindset could create an incentive to adopt (or accept) previous behaviors, choices, or tools, sometimes known as cognitive inertia or groupthink. When a prevailing mindset is limiting or inappropriate, it may be difficult to counteract the grip of mindset on analysis and decision-making.[7]

In cognitive psychology, a mindset is the cognitive process activated in a task.[8] In addition to the field of cognitive psychology, the study of mindset is evident in the social sciences and other fields (such as positive psychology). Characteristic of this area of study is its fragmentation among academic disciplines.[8][6]

The first dedicated review of mindset history found that mindset psychology has a century-long history of explicit research and practice, with its origin phase taking place between 1908 and 1939, early inquiries occurring between 1940 and 1987, and contemporary bodies of work emerging in and beyond 1988. This review also identified some of the traditions of research and practice that are closely related to the origins and history of mindset psychology, some of which span back hundreds and thousands of years. Then, there are the lineages of research and practice that did not explicitly use the term mindset, but which bear some resemblance to it and are in some way related to this history.[6] Peter Gollwitzer conducted explorations of mindset since the 1990s.[9][10] Gollwitzer's contributions include his theory of mindset and the mindset theory of action phases.[8]

A political example is the "Cold War mindset" in the U.S. and the USSR, which included belief in game theory, in a chain of command in control of nuclear materials, and in the mutual assured destruction of both in a nuclear war.[11] This mindset prevented an attack by either country, but deterrence theory has made assessments of the Cold War mindset a subject of controversy.[12]

Modern military theory attempts to challenge entrenched mindsets in asymmetric warfare, terrorism, and the proliferation of weapons of mass destruction. These threats are "a revolution in military affairs", requiring rapid adaptation to new threats and circumstances.[13]

Building on Magoroh Maruyama's concept of mindscape,[14][15] mindset includes a cultural and social orientation: hierarchical and egalitarian individualism, hierarchical and egalitarian collectivism, hierarchic and egalitarian synergism, and hierarchical and egalitarian populism.[16]

Collective mindsets are described in Edwin Hutchins's Cognition in the Wild (1995)[17] and Maximilian Senges' Knowledge Entrepreneurship in Universities (2007).[18] Hutchins analyzed a team of naval navigators as a cognitive unit or computational system, and Senges explained how a collective mindset is part of university strategy and practice.[18]

Parallels exist in collective intelligence[19] and the wisdom of the crowd.[20] Zara said that since collective reflection is more explicit, discursive, and conversational, it needs a good Gestell.[21]

Erik H. Erikson's analysis of group-identities and what he calls a "life-plan" is relevant to a collective mindset. Erikson cites Native Americans who were meant to undergo a reeducation process to instill a modern "life-plan" which advocated housing and wealth; the natives' collective historic identity as buffalo hunters was oriented around such fundamentally different motivations that communication about life plans was difficult.[22]

An institution is related to collective mindset; an entrepreneurial mindset refers to a person who "values uncertainty in the marketplace and seeks to continuously identify opportunities with the potential to lead to important innovations".[23] An institution with an entrepreneurial philosophy will have entrepreneurial goals and strategies. It fosters an entrepreneurial milieu, allowing each entity to pursue emerging opportunities. A collective mindset fosters values which lead to a particular practice. Hitt cites the five dimensions of an entrepreneurial mindset as "autonomy, innovativeness, risk taking, proactiveness, and competitive aggressiveness".[24]

Sagiv and Schwarts defined cultural values[25] to explain the nature, functions, and variables which characterize mindset agency.[26][27] They posited three bipolar dimensions of culture, based on values:[25] cognitive (embedded or autonomous), figurative (mastery or harmony), and operative (hierarchical or egalitarian).

According to Carol Dweck, individuals can be placed on a continuum according to their views of where ability originate, from a fixed to a growth mindset. An individual's mindset affects the "motivation to practice and learn".[30]

People with a fixed mindset believe that "intelligence is static", and little can be done to improve ability.[31] Feedback is seen as "evaluation of their underlying ability" and success is seen as a result of this ability, not any effort expended. Failure is intimidating, since it "suggests constraints or limits they would not be able to overcome".[30][32] Those with a fixed mindset tend to avoid challenges, give up easily, and focus on the outcome. They believe that their abilities are fixed, and effort has little value.[33]

Those with a growth mindset believe that "intelligence can be developed", and their abilities can be increased by learning.[31] They tend to embrace challenges, persevere in the face of adversity, accept and learn from failure, focus on process rather than outcome, and see abilities as skills which are developed through effort.[33] Feedback and failure are seen as opportunities to increase ability, signaling the "need to pay attention, invest effort, apply time to practice, and master the new learning opportunity".[30]

Grit, a personality trait combining determination and perseverance, is related to a growth mindset.[34] Keown and Bourke discussed the importance of a growth mindset and grit. Their 2019 study found that people with lower economic status had a greater chance of success if they had a growth mindset and were willing to work through tribulation.[35]

A second strategy to promote a growth mindset in the classroom is more explicit, establishing personal goals, and having students "write about and share with one another something they used to be poor at and now are very good at."[36] Hinda Hussein studied the positive effect of reflective journal writing on students' growth mindset; journaling can improve a student's conceptual knowledge and enhance the understanding of their thoughts.[37] Dweck has identified the word "yet" as a valuable tool to assess learning. If a teacher hears students saying that they are not good at something or cannot do something, they should interject "not yet" to reinforce the idea that ability and motivation are fluid.[36]

Dweck and Jo Boaler indicate a fixed mindset can lead to sex differences in education, which can partially explain low achievement and participation by minority and female students.[38] Boaler builds on Dweck's research to show that "gender differences in mathematics performance only existed among fixed mindset students".[38] Boaler and Dweck say that people with growth mindsets can gain knowledge. Boaler said, "The key growth mindset message was that effort changes the brain by forming new connections, and that students control this process. The growth mindset intervention halted the students' decline in grades and started the students on a new pathway of improvement and high achievement". [39]

Dweck's research on growth and fixed mindsets is useful in intervening 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 praise can foster a growth mindset and positively impact student motivation.[41] There has also been movement towards the application of Dweck's mindset research in non-academic environments, such as the workplace.[42] Other scholars have conducted research building on her findings. A 2018 study by Rhew et al. suggested that a growth-mindset intervention can increase the motivation of adolescent special-education participants.[43] A 2019 study by Wang et al. suggested that substance use has adverse effects on adolescent reasoning.[44] Developing a growth mindset in these adolescents was shown to reduce this adverse effect. These studies illustrate how educators can intervene, encouraging a growth mindset, by allowing students to see that their behavior can be changed with effort.[44] Criticism has been directed at "growth mindset" and related research, however. Moreau et al. (2019) suggest "that overemphasizing the malleability of abilities and other traits can have negative consequences for individuals, science, and society."[45]

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