Page 152 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 152
malleability of abilities: these mind-sets can be placed on a continuum
from fixed mind-set or entity self-theories, believing that their abilities are
fixed traits, to growth mind-set or incremental theories, believing that abil-
ities can be developed through efforts and education. Recent studies show
that a growth mind-set is associated with various benefits and may be en-
hanced using simple interventions (e.g. O’Rourke et al., 2014; Panesku et
al., 2015; Yeager et al., 2014). Research shows that the growth mind-set is
related to positive outcomes in different domains: individuals with such a
mind-set are more open to learning and confronting new challenges, more
persistent when coping with difficult tasks and more resilient – i.e. capable
of recovering from failures (Ahmavaara & Houston, 2007; Dweck, 2000).
Consequently, they perform better when facing challenges; for example,
Blackwell, Trzesniewski and Dweck (2007) reported that students’ implic-
it theories of intelligence predicted their academic performance over time,
particularly when facing challenging work. A growth mind-set is likely
to be associated with higher motivation for acquiring new skills, putting
greater effort into academic or work tasks, and better recovery after set-
backs. The very recent study by Claro, Panesku and Dweck (2016) indicates
that students from lower income families are more likely to hold a fixed
mind-set. Research also shows that mind-sets can be affected by environ-
mental cues and can be deliberately changed (Blackwell et al., 2007; Good,
Aronson, & Inzlicht, 2003). Thus, the growth mind-set can be systematical-
ly enhanced by interventions (Yeager & Dweck, 2012). The reported inter-
ventions (i.e. Dweck, 2012) focused on enhancing students’ learning about
the malleability of the brain and how to adopt growth mind-sets based on
that understanding. Within these studies, authors found that mind-set in-
terventions build a student’s perseverance when encountering difficult aca-
demic tasks (Paunesku et al., 2015).
Conclusions
The paper presents the complexity of resilience. Even though resilience is an
important concept in ESL, the question of why some students stay in school
despite the adversities in their lives and others do not remains without a
straightforward answer. The response offered by the research literature lies
in fostering the promotive factors on either the individual or contextual
level so as to help students thrive educationally and otherwise. Despite the
complexity, we would like to finish by again highlighting the fact that any,
and in many cases even a single, protective factor counts. For instance, in
152
from fixed mind-set or entity self-theories, believing that their abilities are
fixed traits, to growth mind-set or incremental theories, believing that abil-
ities can be developed through efforts and education. Recent studies show
that a growth mind-set is associated with various benefits and may be en-
hanced using simple interventions (e.g. O’Rourke et al., 2014; Panesku et
al., 2015; Yeager et al., 2014). Research shows that the growth mind-set is
related to positive outcomes in different domains: individuals with such a
mind-set are more open to learning and confronting new challenges, more
persistent when coping with difficult tasks and more resilient – i.e. capable
of recovering from failures (Ahmavaara & Houston, 2007; Dweck, 2000).
Consequently, they perform better when facing challenges; for example,
Blackwell, Trzesniewski and Dweck (2007) reported that students’ implic-
it theories of intelligence predicted their academic performance over time,
particularly when facing challenging work. A growth mind-set is likely
to be associated with higher motivation for acquiring new skills, putting
greater effort into academic or work tasks, and better recovery after set-
backs. The very recent study by Claro, Panesku and Dweck (2016) indicates
that students from lower income families are more likely to hold a fixed
mind-set. Research also shows that mind-sets can be affected by environ-
mental cues and can be deliberately changed (Blackwell et al., 2007; Good,
Aronson, & Inzlicht, 2003). Thus, the growth mind-set can be systematical-
ly enhanced by interventions (Yeager & Dweck, 2012). The reported inter-
ventions (i.e. Dweck, 2012) focused on enhancing students’ learning about
the malleability of the brain and how to adopt growth mind-sets based on
that understanding. Within these studies, authors found that mind-set in-
terventions build a student’s perseverance when encountering difficult aca-
demic tasks (Paunesku et al., 2015).
Conclusions
The paper presents the complexity of resilience. Even though resilience is an
important concept in ESL, the question of why some students stay in school
despite the adversities in their lives and others do not remains without a
straightforward answer. The response offered by the research literature lies
in fostering the promotive factors on either the individual or contextual
level so as to help students thrive educationally and otherwise. Despite the
complexity, we would like to finish by again highlighting the fact that any,
and in many cases even a single, protective factor counts. For instance, in
152
