Editing Mindset (section)

=== {{anchor|Reshaping mindsets in students and educators}}Students and teachers ===
Elements of personality (such as sensitivity to mistakes and setbacks) may predispose toward a particular mindset, which can be developed and reshaped through interactions.<ref name="Aldhous, P. 2008">Aldhous, P. (2008). Free your mind and watch it grow. New Scientist, 199(2670), 44-45.</ref> In a number of studies, Dweck and her colleagues noted that alterations in mindset could be achieved through "praising the process through which success was achieved",<ref>Cimpian, A., Aree, H.C., Markman, E.M., Dweck, C.S. (2007). Subtle linguistic cues affect children's motivation. Association for Psychological Science, 18(4), 314-316.</ref> "having [college aged students] read compelling scientific articles that support one view or the other",<ref name="Aldhous, P. 2008" /> or teaching junior-high-school students "that every time they try hard and learn something new, their brain forms new connections that, over time, make them smarter."<ref>Dweck, C.S. (2007). The perils and promises of praise. Early Intervention at Every Age, 65(2), 34-39.</ref>

Much research in education focuses on a student's ability to adopt a growth mindset, and less attention is paid to teachers' mindsets and their influence on students. Hattie writes, "Differing mindsets, or assumptions, that teachers possess about themselves and their students play a significant role in determining their expectations, teaching practices, and how students perceive their own mindset."<ref>{{cite book |last1=Hattie |first1=John |title=Visible learning for teachers: Maximizing impact on learning. |date=2012 |publisher=Taylor and Francis |location=New York}}</ref>

A study by Patrick and Joshi explored how teachers explain growth and fixed mindsets, with two major findings in 150 semi-structured interviews. First, they found that teachers' prior beliefs about learning and students influenced how they engaged with their mindsets.<ref name="Patrick">{{cite journal |last1=Patrick |first1=Susan Kemper |last2=Joshi |first2=Ela |title="Set in Stone" or "Willing to Grow"? Teacher sensemaking during a growth mindset initiative |journal=Teaching and Teacher Education |date=2019 |volume=83 |pages=156–167|doi=10.1016/j.tate.2019.04.009 |s2cid=155196575}}</ref> Second, they found that many teachers oversimplified growth and fixed mindsets as positive and negative traits.<ref name="Patrick" />

A study conducted by Fiona S. Seaton (2018) examined the impact of teacher training to influence mindset. The teachers in this study had six training sessions, and Seaton found that the sessions had an impact on their mindsets which was sustained three months afterward.<ref name="Seaton">{{cite journal |last1=Seaton |first1=Fiona S. |title=Empowering teachers to implement a growth mindset |journal=Educational Psychology in Practice |date=2018 |volume=34 |issue=1 |pages=41–57|doi=10.1080/02667363.2017.1382333 |s2cid=149189021}}</ref> The results of this study suggest that adult mindsets are malleable, and can shift with appropriate supports.<ref name="Seaton" />