3. Growth vs. fixed mindsets
To benefit from feedback, students need to be receptive not only to receiving feedback, but also to acknowledging that there are areas in which they can continue to improve. This section explores the differences between growth and fixed mindsets and their role within a learning environment.
3.1 Fixed mindsets
Fixed mindsets are characterized by the idea that physical and mental talents and abilities are fixed and cannot be developed or modified in any way. In the educational context, students with fixed mindsets may believe they have a certain level of intelligence and this intelligence determines how well they will perform in learning environments throughout their academic careers. The nature of this mindset has significant implications regarding feedback. Students with fixed mindsets may not be open to receiving feedback on their work or performance; after all, they likely assume that a less-than-perfect result on an assignment is a sign that their aptitudes simply lie elsewhere. These students may therefore be opposed to putting in the time and effort to improve their performance because they believe that such improvements are impossible (Dweck, 2006). It is crucial for teachers to help students realize that this is not the case, by positioning feedback as a tool for growth and encouraging students to engage in learning techniques such as deliberate practice.
3.2 Growth mindsets
In contrast, people with growth mindsets perceive physical and mental talents and abilities as features that can be nurtured and developed over time and with effort and guidance. Students with growth mindsets may be more receptive to feedback because they view their learning as a continuous journey and their academic performance as subject to improvement over time. In such instances, feedback – even when negative – is welcomed because acknowledging potential mistakes and deficiencies encourages accountability in the learning journey and provides opportunities for improvement (Dweck, 2006).
Ultimately, students who exhibit this kind of mindset tend to receive their grades as a form of feedback or coaching rather than as pure evaluation. This type of feedback is more likely to result in improved performance, as it is delivered and used formatively (Price, et al., 2010). It is important to encourage students to develop growth mindsets to ensure they are receptive to the feedback that you give them, whether that feedback is formative or summative.
Figure 1: Key differences between growth and fixed mindsets. (Source: Holmes, n.d.)