Growth Mindset

From a thesis At https://scholar.google.com/scholar?hl=en&as_sdt=0%2C1&as_vis=1&q=growth+mindset+thesis+Norway&btnG=#d=gs_qabs&u=%23p%3D5xlzdfu657kJ

Quotes

• Grit-S. We used the 8-item short grit scale (Grit-S) developed by Duckworth and

Quinn (2009), originally devised from a longer, 12-item scale (Grit-O) by Duckworth, Peterson, Matthews and Kelly (2007). Duckworth and Quinn recommends the short Grit-S over the longer Grit-O due to superior psychometric properties and simplicity. The scale consists of two subscales, Consistency of Interest and Perseverance of Effort.

• Irrational Procrastination Scale. We used a Norwegian version of the Irrational

Procrastination Scale (IPS) (Steel, 2010a; Steel & David, 2002), translated and validated by Svartdal(2015). IPS is designed to measure how much people irrationally delay taking action on tasks. Procrastination is here defined as irrational delay,

• The last of the motivational factors that were historically tied to mindset theory, was

the theory of effort beliefs (Leggett & Dweck, 1986). Positive effort beliefs can simply be stated as believing that ones effort leads to success, with the opposite being true for negative effort beliefs. As an example, Dweck and Leggett (1988) explained that previous work had shown that children who reported negative effort beliefs, felt proud of low-effort success, whilst children with more positive effort beliefs were most proud of successes that had demanded higher levels of effort. In summary, it was theorized that these effort beliefs would contribute to mastery or helpless responses.

• Achievement goal theory stated that individuals set either performance or

learning goals, where performance goals are oriented towards looking good in the eyes of others, gaining positive feedback, or obtaining extrinsic measure of success like good grades. Learning goals, on the other hand, are oriented towards learning and improving skills and competences

• A person who believes that intelligence is flexible and something that can grow, is an

incremental theorist or growth minded person. Incremental theorists believe intelligence is a work in progress, and thinks of ones intelligence as something that evolves with practice, effort or experience. Having an incremental theory has been correlated with a mastery- oriented response, well-being and several other positive attributes (Dweck, 2000, 2007; Dweck, Chiu, & Hong, 1995a; Dweck & Leggett, 1988; Howell, 2016). On the other hand, people who believe that intelligence is a fixed quality, are often referred to as entity theorists or fixed mindset person. They believe intelligence is not something that can be changed, but rather a fixed or inborn trait. Having an entity theory has been correlated with giving up more easily, neglecting important feedback, and viewing failure as something negative, as opposed to something that contributes to learning (Dweck, 2000, 2007; Dweck et al., 1995a; Dweck & Leggett, 1988).