Teaching to promote a growth mindset

Sarah E. Zappe, Stephanie Cutler, Thomas A. Litzinger

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations


The purpose of this paper is to describe a special session intended to help instructors better understand the difference between fixed versus growth mindset and how instructional approaches can implicitly or explicitly promote one or the other. Originating with Carol Dweck, individuals with a fixed mindset believe that a specific ability or intelligence is innate and fixed. In contrast, individuals with a growth mindset believe that ability or intelligence can be improved with training and practice. Through implicit and explicit messages to their students, instructors may inadvertently trigger students to approach tasks with a fixed mindset. The interactive session will focus on common messages and strategies that will help students to approach tasks in a class with a growth mindset.

Original languageEnglish (US)
Title of host publicationFIE 2017 - Frontiers in Education, Conference Proceedings
PublisherInstitute of Electrical and Electronics Engineers Inc.
Number of pages2
ISBN (Electronic)9781509059195
StatePublished - Dec 12 2017
Event47th IEEE Frontiers in Education Conference, FIE 2017 - Indianapolis, United States
Duration: Oct 18 2017Oct 21 2017

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


Other47th IEEE Frontiers in Education Conference, FIE 2017
Country/TerritoryUnited States

All Science Journal Classification (ASJC) codes

  • Software
  • Education
  • Computer Science Applications


Dive into the research topics of 'Teaching to promote a growth mindset'. Together they form a unique fingerprint.

Cite this