In 1988 Dr. Dweck sparked interest in researching mindsets by showing that those who believe their abilities are malleable (i.e. have a “growth mindset”) are more likely to embrace
challenges and persist despite failure than those who view their abilities as non-changeable (i.e. “fixed mindset”). Growth mindset (GM) students seek out better feedback, persist for
longer, cope better with transitions and develop better self-regulation. GM reduces stress in students, promotes wellbeing and emotional functioning, improves self-esteem, learning
orientation, reduces helplessness and is linked with grit and pro-social behaviours. Research supports the idea that educator mindsets may influence the way they respond to students,
which in turn has an impact on the students’ outcomes.
This project aims at developing GM by university level teaching personnel (university educators) and consequently their students. GM is an evidence-based teaching practice, which
improves the quality of teaching regardless the level of education.
The objectives of the project are to help:
1. improve continuous in-service training opportunities for tertiary educators to build their competencies for developing a GM of their students;
2. GM faculty classroom culture by increasing the number of educators using GM concept in their practice;
3. availability of free hands-on creative and inspiring activities for GM for lecturing at the university level;
4. increased self-efficacy by university educators’ regarding their impact on students and on society;
5. increased self-efficacy by university students’ regarding their studies and knowing how to transfer their KSAO to employment.