Fostering Growth Mindset at University: Working on Feedback, Guiding Reflexivity?

Titolo Rivista EDUCATIONAL REFLECTIVE PRACTICES
Autori/Curatori Sergio Bellantonio, Anna Dipace
Anno di pubblicazione 2023 Fascicolo 2023/1 Lingua Inglese
Numero pagine 10 P. 151-160 Dimensione file 0 KB
DOI 10.3280/erp1-2023oa15884
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Growth mindset denotes a personal point of view that is typical of subjects that consider the intelligence such something dynamic and to improve over the time (Dweck, 2006). Being successful and reaching important goals in one’s life thus implies an effort, a commitment to learn something new and, consequently, grow. Although failure can be considered painful, it is not intended as a defeat, but something to cope with and educationally learn. This paper, starting from an analysis of the literature, offers a reflection that highlights the value of a didactic communication that uses feedback as an effective strategy. Feedback, when used at enhancing the effort, rather than the qualities possessed, would seem to positively guide the development of a growth and reflective mindset (Dweck, Walton, & Cohen, 2014). It opens the way for interesting didactic interventions that can keep together guidance, the theory of feedback and the promotion of a growth-oriented mindset in formal training contexts, including university.

Growth mindset denotes a personal point of view that is typical of subjects that consider the intelligence such something dynamic and to improve over the time (Dweck, 2006). Being successful and reaching important goals in one’s life thus implies an effort, a commitment to learn something new and, consequently, grow. Although failure can be considered painful, it is not intended as a defeat, but something to cope with and educationally learn. This paper, starting from an analysis of the literature, offers a reflection that highlights the value of a didactic communication that uses feedback as an effective strategy. Feedback, when used at enhancing the effort, rather than the qualities possessed, would seem to positively guide the development of a growth and reflective mindset (Dweck, Walton, & Cohen, 2014). It opens the way for interesting didactic interventions that can keep together guidance, the theory of feedback and the promotion of a growth-oriented mindset in formal training contexts, including university.

Keywords:; Feedback; Growth Mindset; Teaching; Learning; Guidance

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Sergio Bellantonio, Anna Dipace, Fostering Growth Mindset at University: Working on Feedback, Guiding Reflexivity? in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2023, pp 151-160, DOI: 10.3280/erp1-2023oa15884