Growth Mindset and Fixed Mindset Carol Dweck

A presentation about growth mindset and fixed mindset by Carol Dweck. All about the term neuroplasticity.

1. G ROWTH MINDSET N EURO PLASTICITY Positive Psychology Reporter One Group Presentation

2. Christine Aparejeola Gianette Bañez Judith Dulin Rhyce Gammad Hannah Lappay Abbey Obispo

3. Carol Dweck Growth Mindset achievements and life of her especially her books and contributions Neuro plasticity CONTENTS strategies, brilliance, and innovations especially neuroplasticity Marva Collins

4. CAROL DWECK American psychologist, professor, and award-winning author. She was the only daughter and the middle sibling of 3 children. Graduated from Barnard College and pursued a Doctor of Philosophy in Psychology at Yale University in 1972. She is most renowned for her theories on mindset, psychological traits, motivation, and success.

5. GROWTH FIXED CAROL DWECK TWO TYPES OF MINDSET POSITIVE PSYCHOLOGY REPORTER ONE GROUP PRESENTATION

6. “The view you adapt for yourself profoundly affects the way you lead your life.” CAROL DWECK TWO TYPES OF MINDSET POSITIVE PSYCHOLOGY REPORTER ONE GROUP PRESENTATION

7. GROWTH A belief that one’s abilities and intelligence can be developed and improved over time through hard work, learning, and perseverance. FIXED A belief that one’s abilities and intelligence are fixed traits that cannot be changed.

8. One day, you go to a class on one of your CR subjects. The professor returns the recorded pre-test and you got a low score. You’re very disappointed. Later, on the way back to your home, you were stopped by an LTO officer and asked to show him your license. Unfortunately, you forgot it at your house. Being really frustrated, you call your best friend to share your experience but are sort of brushed off. CAROL DWECK TWO TYPES OF MINDSET POSITIVE PSYCHOLOGY REPORTER ONE GROUP PRESENTATION

9. “I’m a total failure” “I’m a loser.” “I’d feel worthless and dumb–everyone’s better than me.” “I’d feel like a reject.” FIXED MINDSET

10. FIXED MINDSET “Someone is out to destroy me.” “Nobody loves me, everybody hates me.” “My life is pitiful.” “Nothing good ever happens to me.” “I’m the most unlucky person on this earth.”

11. GROWTH MINDSET “I’d look what was wrong on my pre-test, resolve to do better, pay my violation, and I’d work things out with my best friend the next time we speak.” “I need to try harder in class, bring my license every time I drive, and wonder if my friend had a bad day.”

12. GROWTH Wants to improve intelligence or talent Engages challenges to improve Treats criticism as an opportunity Feels inspired by others’ success FIXED Wants to prove intelligence or talent Avoids challenges for fear or failure Treats criticism as an attack Feels threatened by others’ success

13. MARVA COLLINS Born in Monroeville, Alabama in 1936 Founded the Westside Preparatory School in 1975. She believed that all children had the potential to succeed and that it was the role of educators to inspire them to reach their full potential. A well-known educator who acquired national recognition for her innovative teaching methods and the success of her students.

14. NEURO PLASTICITY MARVA COLLINS BRAIN PROCESS POSITIVE PSYCHOLOGY REPORTER ONE GROUP PRESENTATION

15. NEUROPLASTICITY Neural or Brain plasticity a process of how the brain is able to undergo adaptive structural and functional changes to the brain.

16. Santiago Ramon y William James A neuroanatomist who pioneered the definition of neuron as anatomical, physiological, genetic, and metabolic unit of the nervous system in his Neuron Doctrine. Donald Hebb PROMINENT KEY CONTRIBUTORS Jerzy Konorski Cajal He stated that the human brain is capable of ongoing functioning modifications. He flourished and was the first one to define "Neuroplasticity“ respectively in 1948. “neurons that have been stimulated by being adjacent to an active brain circuit alter and integrate into that circuit”. He proposed an idea of pre-post coincidence, implying that changes in biochemical processes in one neuron can stimulate neighboring simultaneously activated synapses, this being the basic principle of synaptic plasticity — known now as Hebb’s rule.

17. Paul Bach-y-Rita Edward Taub He said that the healthy regions of the brain are capable of taking over the functions of injured sections of the brain. PROMINENT KEY CONTRIBUTORS Michael Merzenich He developed the first effective treatments for patients that force the damaged region of the brain to recover more rapidly. He created a program to aid those who have learning difficulties.

18. FUNCTIONAL The brain's capacity to transfer mental processes from one damaged area to another that is intact. STRUCTURAL It refers to the actual structure of our brains altering as we acquire new knowledge or create fresh memories. Example: brain mechanisms such as a growth of new dendritic spines synaptic connections formation of new neurons. if a person receives a traumatic injury to the head, the resultant bruising and swelling may damage the parietal lobe. Example:

19. Ways to develop GROWTH MINDSET Praise the EFFORTS Don’t stick to ONE STRATEGY Focus on LEARNING Seek out and value FEEDBACK Be PERSISTENT Choose different TASKS Setting HIGH STANDARDS

20. Ways to develop NEUROPLASTICITY Food Take naps Don’t let the work day linger Expand your vocabulary Use the “wrong” hand Learn to juggle Play chess Do mnemonic drills Be mindful, as a team.

21. PARTICIPANTS: The study was conducted among 746 college students in China. The participants were recruited through convenience sampling and completed an online questionnaire during the COVID-19 pandemic. The sample was diverse in terms of gender, major, and academic year. RESEARCHES UNDER GROWTH MINDSET Growth Mindset and College Students’ Learning Engagement During the COVID-19 Pandemic: A Serial Mediation Model

22. FINDINGS: The results showed that growth mindset was positively related to learning engagement, which in turn was positively related to academic performance. Moreover, learning engagement partially mediated the relationship between growth mindset and academic performance. The authors also found that the indirect effect of growth mindset on academic performance through learning engagement was significant. The authors suggested that promoting growth mindset may be an effective strategy for enhancing learning engagement and academic performance among college students, especially during the COVID-19 pandemic. RESEARCHES UNDER GROWTH MINDSET

23. Participants: The study used data from the Program for International Student Assessment (PISA) 2018, which included a nationally representative sample of 5,642 Filipino students in Grade 10. The sample was diverse in terms of gender, socioeconomic status, and geographic region. RESEARCHES UNDER GROWTH MINDSET Socioeconomic Status moderates the Relationship between Growth Mindset and Learning in Mathematics and Science: Evidence from PISA 2018 Philippine data

24. Findings: The study found that growth mindset was positively associated with learning outcomes in mathematics and science. Specifically, students who had a stronger growth mindset tended to have higher levels of mathematics and science achievement. RESEARCHES UNDER GROWTH MINDSET

25. Findings: However, the study also found that SES moderated the relationship between growth mindset and learning outcomes. The positive effect of growth mindset was stronger for students from higher SES backgrounds than for those from lower SES backgrounds. This suggests that the relationship between growth mindset and learning outcomes is context-dependent and that interventions aimed at promoting growth mindset should consider the SES backgrounds of students. RESEARCHES UNDER GROWTH MINDSET

26. Participants: The study included 14 adolescents with ASD, which is a neurodevelopmental disorder that affects social communication and behavior. All participants had a confirmed diagnosis of ASD and were experiencing difficulties with social communication. It's worth noting that the small sample size limits the generalizability of the findings. RESEARCHES UNDER NEUROPLASTICITY Neural Plasticity in Response to Intervention in Adolescents with Autism Spectrum Disorders

27. Findings: The study found that the "Social Detectives" intervention led to improvements in brain function and behavior in the adolescents with ASD. Specifically, the intervention led to increases in neural activity in regions of the brain associated with social perception and interpretation, as well as improvements in self-reported social communication and behavior. RESEARCHES UNDER NEUROPLASTICITY

28. Participants: The study involved 60 older Filipinos aged 60 to 75 years old, who were randomly assigned to either an intervention group (n=30) or a control group (n=30). The participants were recruited from two barangays (neighborhoods) in the Philippines. RESEARCHES UNDER NEUROPLASTICITY Effects of Brain Games on Global Cognition among Older Filipinos

29. Findings: The study found that the intervention group had a significant improvement in global cognition compared to the control group (p<0.05). The intervention group also had significant improvements in attention (p<0.05), memory (p<0.01), and executive function (p<0.05) compared to the control group. RESEARCHES UNDER NEUROPLASTICITY Effects of Brain Games on Global Cognition among Older Filipinos

30. THANK YOU! MARVA COLLINS CAROLL DWECK POSITIVE PSYCHOLOGY REPORTER ONE GROUP PRESENTATION