Nurturing a Growth Mindset Developing Grit and Perseverance

Nurturing a Growth Mindset: Developing Grit and Perseverance Dr. Yvonne Phelps Dr. Michelle Palaroan Melanie Behunin MBA

Enhancing Student Success An examination of grit and perseverance through the student lifecycle: Developing a growth mindset Forming successful habits Foundational resources and services Co-curricular activities Developmental opportunities Cultivate purpose

What Does Success Look Like for a University Student? They need rough grit to tackle difficult obstacles especially when they are getting started. They may face financial obstacles, lack of support, or learning deficiencies. They need fine grit for fine tuning academic skills and finding success in the workplace. Job crafting- to be able to find purpose beyond specific duties

Developmental Performance

Perseverance

Flow- Positive Psychology

The Research • What do you think grit is? Grit- Angela Duckworth Mindset- Carol Dweck Flow- Mihaly Csikszentmihalyi • What are the behavioral attributes of individuals/students who have grit?

Data and Research Data from Smarter Measure Shows • There is a disconnect between student expectations and understanding of their ability and how they perform. • • • Notably in the areas of: Hours worked Locus of control Procrastination Academic attributes Persistence Reality of performance s Expectation of ability

Conceptual Framework Angela Duckworth, University of Pennsylvania • Grit is perseverance and passion for long-term goals. • Two traits that predict achievement: grit and self-control • “Gritty” individuals approach achievement as a marathon; their advantage is stamina. Ted. Talk Grit Scale Paper pdf (Duckworth, Peterson, Matthews, & Dennis, 2007)

Conceptual Framework Carol Dweck, Stanford University Growth Mindset • Fixed mindset- Traits and talents are finite. • Growth mindset- Traits and talents can be developed. (Dweck, 2012)

Conceptual Framework Mihaly Csikszentmihalyi, Claremont Graduate College Applications of Flow in Education • Flow is complete focus and motivation in a task. • Challenging & engaging activities that lead to mastery create flow. (Csikszentmihalyi, 2014)

What do they wish they had known? • • • Goal Setting- Clarifying Balancing Life- work/school/job Building Relationships Share successful moments Impart knowledge“The Stuff You Can’t Google!” • • • Team Culture -How to be an effective team -Faculty role in teams and learning -Support tools- How to access -Core values and the student experience • What kind of computer should I buy? Who can teach me how to use a graphing calculator?

Application Practice, practice • How do students who are struggling overcome obstacles? Part one: Select at least one hard thing that requires daily and deliberate practice. • Do you find that students have a Part two: You cannot quit, especially on a bad day. realistic expectation of what it to succeed? Part three: Only youtakes are allowed to pick your hard thing. What role could a university play in assisting students through • How do we help adult students these “hard thing” applications? Co-curricular activities? overcome the stigma of seeking EXAMPLES… support? • How do we keep students focused on the end goal?

Do students have a realistic understanding of what it takes to succeed in a university What do you know? setting?

How Gritty Are You? Consider these three statements: 1. New ideas and projects sometimes distract me from previous ones. 2. Setbacks don’t discourage me. I don’t give up easily. 3. I often set a goal but later choose to pursue a different one. Very much, mostly, somewhat, not much not like me. To take the entire 10 -question Grit Scale questionnaire and get a grit score the website is Angela. Duckworth. com

Discussion: What does GRIT look like for incoming freshmen students? • Can you teach Grit? • Does grit improve if students learn about it? • What is the impact of increased awareness? • How important is grit to student success? • What are the key characters of a gritty individual? • How have you dealt with failure and what steps did you take to overcome it?

Discussion About Growth Mindset • What strategies can a student use to strengthen a growth mindset? • How can a faculty member model a growth mindset? • How have you dealt with failure and what steps did you take to overcome it?

Discussion About Flow • Is there a relationship between engaging activities in the classroom and mastery of a subject? • Is there someone who has inspired you to be more purposeful and increase grit? • What goals have you set that built grit, how are they meaningful to you? How can higher order goals make a difference?

Wrap Up Purpose • How do we keep students focused on the end goal?

Conclusion “It’s not that I’m so smart, it’s just that I stay with the problem longer. ”- Albert Einstein I've missed more than 9000 shots in my career. I've lost almost 300 games. 26 times, I've been trusted to take the game winning shot and missed. I've failed over and over again in my life. And that is why I succeed. ~ Michael Jordan I have not failed. I've just found 10, 000 ways that won't work. ~ Thomas A. Edison

• Questions

References • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row. • Csikszentmihalyi, M. (2008). Flow, the secret to happiness. [Video file]. Available from https: //www. ted. com/talks/mihaly_csikszentmihalyi_on_flow • Csikszentmihalyi, M. (2014). Applications of flow in human development and education: The collected works of Mihaly Csikszentmihalyi. Dordrecht: Springer, 2014. • Duckworth, A. L. (n. d. ) 12 Item Grit Scale. [Measurement instrument]. Retrieved from https: //www. sas. upenn. edu/~duckwort/images/12 item%20 Grit%20 Scale. 05312011. pdf • Duckworth, A. L. , Peterson, C. , Matthews, M. D. , & Dennis, D. (2007). Grit: Perseverance and Passion for Long-Term Goals. Journal of Personality and Social Psychology, 92(6), 1087– 1101. doi: 10. 1037/0022 -3514. 92. 6. 1087 • Duckworth, A. L. (2013). The key to success? Grit. [Video file] Available from https: //www. ted. com/talks/angela_lee_duckworth_the_key_to_success_grit • Duckworth, A. L. (2016). GRIT: The power of passion and perseverance. New York: Scribner • Duckworth, A. (2016) The Real Secret to Success It’s Not IQ or Talent. Retrieved from http: //bottomlineinc. com/real-secret-success/ • Dweck, C. S. (2012). Mindset: How you can fulfill your potential. London: Little, Brown Book Group • Dweck, C. (2014). The power of believing that you can improve. [Video file]. Available from https: //www. ted. com/talks/carol_dweck_the_power_of_believing_that_you_can_improve • Farrington, C. A. , Roderick, M. , Allensworth, E. , Nagaoka, J. , Keyes, T. S. , Johnson, D. W. , & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. Retrieved January 23, 2016, from http: //files. eric. ed. gov/fulltext/ED 542543. pdf • Farrington, C. (2013). Academic mindsets as a critical component of deeper learning. Retrieved January 23, 2016, from http: //www. hewlett. org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_ April_20_2013 • Jaeger, B. , Freeman, S. , Whalen, R. , Payne, R. , (2010). Successful students: Smart or tough? Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https: //peer. asee. org/16281 • Mangan, K. (2012). Traits of the 'get it done' personality: Laser focus, resilience, and true grit. The Chronicle of Higher Education. Retrieved from http: //chronicle. com/article/Traits-of-the-Get-it-Done/133291/ • Voss, G. (2011). Determination: How to get what you want. Women’s Health. Retrieved from http: //www. womenshealthmag. com/life/success-secrets#axzz 1 lp. WPe. Tu. F.