ABSTRACT

This paper contends that supporting young people to hold a growth mindset – the belief that intelligence is malleable and within an individual’s power to develop – offers a potential psychological contribution to existing educational inequalities in the UK. A role for educational psychologists (EPs) in extending research insights from experiment contexts to real-world educational settings is developed, by critically examining Dweck’s intelligence mindset theory in practice: firstly, in terms of key themes and controversies within existent research literature; secondly, utilising an implementation science lens; and finally, through an example of EP involvement in partnership with young people and educators. The understanding accrued permits considerations for a rigorous implementation of growth mindset in schools. These considerations extend beyond much of the existing research about growth mindset at the level of the individual student and utilise the professional expertise and strengths of EPs in seeking to make changes to the system around a child.

摘要

本文认为，支持年轻人保持成长心态——相信智力是可塑的并且在个人的发展能力范围内——为英国现有的教育不平等提供了潜在的心理贡献。通过在实践中批判性地检验 Dweck 的智力思维模式理论，教育心理学家 (EP) 在将研究见解从实验环境扩展到现实世界的教育环境中发挥了作用：首先，就现有研究文献中的关键主题和争议而言；其次，利用实施科学的镜头；最后，通过一个 EP 参与与年轻人和教育工作者合作的例子。积累的理解允许考虑在学校严格实施成长心态。