Growth Mindsets & Learning 成長心態與學習

How many times have you heard someone say, I'm just not good at math? Or, I'm terrible at this, I will never get it.

有多少次你聽到有人說，我只是不擅長數學嗎？或者說，我在這個可怕的，我將永遠不會得到它。

What about, oh, you're a natural at that, or, she's such a gifted musician.

怎麼樣，哦，你是一個自然的那個，或者，她的這種天賦的音樂家。

These statements represent a point of view that assumes high performance and achievement are due mostly to talent, innate ability, or intelligence.

這些聲明代表的觀點，即假設高性能和成就主要是因為天賦，與生俱來的能力，或情報的一個點。

Students may even believe those are qualities we're either born with or not.

學生甚至認為這些都是我們無論有或沒有天生的特質。

Stanford professor Carol Dweck and her collaborators call this perspective a fixed mindset.

斯坦福大學教授卡羅爾·德維克和她的合作者稱這個角度看一個固定的思維定勢。

The belief that our level of ability or intelligence is essentially unchanging, and that some simply have more than others.

相信我們的能力或智力水平基本上是不變的，而且有些根本就比別人多。

On the other hand, you've probably also heard people say things like, I know I can get better at this.

在另一方面，你可能還聽到有人說這樣的話，我知道我能得到這個好。

Just give me a little more time.

只要給我多一點時間。

Or, he got where he is through hard work.

或者說，他得到了在那裡他是通過艱苦的工作。

Or, she's fearless.

或者，她無所畏懼。

She never seems to worry about making mistakes.

她似乎從來沒有擔心犯錯。

These statements reflect an alternate view, one Dweck refers to as a growth mindset.

這些陳述反映了不同的觀點，一是德維克是指作為一個成長的心態。

The belief that ability and intelligence are changeable, and that we can increase them.

相信，能力和智慧是可以改變的，而且我們可以增加他們。

In other words, this view asserts that high performance is due mostly to hard work and persistence.

換句話說，這種觀點斷言高性能主要是由於勤奮和持久性。

During the last 30 years, scores of research studies in school settings, often involving rigorous randomized trials, longitudinal tracking, and carefully-controlled interventions, have shown that student mindsets, their beliefs about intelligence and ability, have important implications for their academic performance.

在過去的30年裡，在學校設置的調查研究，往往涉及到嚴格的隨機試驗，縱向跟踪，並仔細對照干預措施的分數，表明學生的心態，他們對智力和能力的信念，對他們的學習成績有重要意義。

And among the most striking conclusions is that students who possess a growth mindset, that is, students who believe their intelligence can grow as they learn, frequently perform at higher levels than those who don't.

而最引人注目的結論之一是，誰擁有一個成長心態，也就是學生，誰相信，因為他們學習他們的智力可以成長，經常在較高水平比那些誰不執行學生。

Let's begin by looking at one of the studies demonstrating that growth mindsets help students learn.

讓我們先來看看研究表明成長心態幫助學生學習中的一個。

In 2007, researchers from Stanford and Columbia Universities began to follow almost 400 students as they entered junior high school.

2007年，斯坦福大學和哥倫比亞大學的研究人員開始跟著差不多400名學生，因為他們進入初中。

Now, any transition like that can prove difficult.

現在，像任何過渡可能十分困難。

As students enter middle school, high school, or college, they're suddenly confronted with increasingly complex and unfamiliar work.

隨著學生進入初中，高中，或者大學，他們突然遭遇日益複雜和不熟悉的工作。

The whole experience can leave them feeling vulnerable and unsure.

整個體驗可以使他們感到脆弱和不確定。

Therefore, it's reasonable to conclude that student mindsets might have some influence on how well they transition.

因此，我們有理由得出結論，學生的思維方式可能對他們如何轉型有一定的影響。

To test this hypothesis, these brand-new seventh graders were given an assessment that measured, in a valid and reliable way, whether they possessed fixed or growth mindsets.

為了檢驗這一假設，這些全新的第七年級分別給予該測定，以有效和可靠的方式，它們是否擁有固定或生長心態的評估。

It's important to note the students in both groups had entered junior high with similar achievement scores in math grades in the years prior.

要注意學生這兩個群體已經進入了與以前的數學成績相同成績總分在多年的初中是很重要的。

So, what happened to those students over the next two years? Those with growth mindsets showed continuous improvement, while those with fixed mindsets didn't.

那麼，發生了什麼事的學生在未來兩年？那些有成長心態表現持續改善，而那些擁有固定的思維沒有。

Also, as shown in this graph, a gap in their math performances, as measured by grades and achievement, developed and continued to widen between the groups during the two years they were studied.

另外，如該圖所示，在他們的數學演出的間隙，如通過等級和成就測定，開發並持續期間，他們研究了兩年組之間擴大。

The results are striking and important to us as teachers.

結果是驚人的，並作為教師對我們非常重要。

What was it that helped some to excel in the midst of challenges, while others lagged behind? Through interviews with the students, the researchers discovered some noteworthy differences.

是什麼原因幫助一些在挑戰之中脫穎而出，而其他落後？通過與學生的訪談，研究人員發現一些值得注意的差異。

The growth mindset students valued hard work as a way to improve.

成長心態的學生看重努力工作，以改善的方法。

If they performed poorly, for example, they more often said they'd work harder the next time, perhaps also trying a different strategy.

如果他們表現不佳，例如，他們更經常說他們會更加努力地工作，下一次，或許也是嘗試了不同的策略。

And for them, mistakes and struggle along the way signaled something positive, that they were learning.

對他們來說，犯錯誤和奮鬥沿途信號積極的東西，他們在學習。

Grades were still important to them, sure, but it was the learning that mattered most.

等級仍然對他們很重要，當然，但它是最要緊的學習。

On the other hand, the fixed mindset students felt that smart people didn't have to try hard, and for them, setbacks weren't chances to work harder or differently.

在另一方面，固定心態的學生認為聰明的人沒得努力，對他們來說，挫折並沒有機會去更努力或不同的方式工作。

Instead, they were a signal of their low ability, something they felt they couldn't much change.

相反，他們是自己的能力低下的信號，這是他們覺得自己可以沒有太大的變化。

As a result, these fixed mindset students often responded very differently to difficult situations.

其結果是，這些固定的思維定勢的學生經常反應非常不同，以困難的情況。

They often avoided challenges for fear of failure.

他們往往避免了對失敗的恐懼挑戰。

And if they did perform poorly, they were less likely to try harder the next time.

如果他們確實表現不佳，他們不太可能在下一次更加努力。

In some instances, they even said they would study less in the future.

在某些情況下，他們甚至表示，他們將研究在未來少。

Here's another crucial finding: Other studies have shown that fixed mindset students often hide their effort, worried it will confirm their low ability.

這裡是另一個重要的發現：其他研究表明，固定的思維定勢的學生往往隱藏自己的努力，擔心它會確認自己能力低。

They tend to attribute their failures to external sources, placing the blame on teachers or tests rather than on themselves.

他們往往歸因於他們的失敗到外部資源，將責任推給教師或測試，而不是自己。

And they self-handicap.

他們的自我障礙。

If they don't try hard, then they'll have a comforting reason for later poor performance.

如果他們沒有努力，那麼他們就會有表現不佳後一個安慰的理由。

It was no surprise, then, that the two groups of students in the study performed quite differently over those two years, as you can see in the math grades depicted in the graph.

這是毫不奇怪，學生在研究的兩組表現相當不同的形式在那兩年，因為你可以在圖中描繪的數學成績看。

Notice that they begin from similar points, but diverge thereafter.

請注意，他們相似點開始，但此後分歧。

As a teacher, I find this research remarkable.

作為一名教師，我覺得這種研究顯著。

Few things are as important in life as pushing through challenges, learning from mistakes, and being willing to risk failure.

幾件事情在生活中通過挑戰推動，從錯誤中學習，並願意冒險失敗同樣重要。

And yet some students, even some of my most capable, too often do just the opposite.

然而一些學生，甚至我的一些最強大，往往做的正好相反。

Dweck's framework helps make sense of why students respond in such starkly different ways.

德維克的框架有助於使學生為什麼在如此截然不同的方式作出反應的感覺。

If we believe that mistakes are chances to learn, we're more likely to be okay with failure and just try harder the next time.

如果我們認為錯誤是機會，去學習，我們更可能是好失敗，只是很難下一次嘗試。

But if struggling is a sign that we're not smart and we can't get better, that is a really scary message.

但是，如果掙扎是一個跡象，表明我們不聰明，我們不能變得更好，這是一個真正可怕的消息。

And so, fixed mindset students may spend enormous energy on ways to not feel bad about themselves, rather on learning and growing.

因此，固定的思維定勢的學生可能就如何不心疼自己，而對學習和成長花費了巨大的精力。

We've seen what can happen to students in just two years.

我們已經看到會發生什麼學生在短短的兩年。

Imagine the cumulative effect of a lifetime of such decisions.

試想這樣的決定一生的累積效應。

So, can we help our students who enter the year with fixed mindsets? The answer seems to be yes.

因此，我們可以幫助我們的學生誰進入一年固定的思維方式？答案似乎是肯定的。

Many studies have focused on interventions, teaching students about the plasticity of the brain and malleability of intelligence, and that effort and hard work lead to higher performance.

許多研究都集中在干預，教關於大腦的可塑性和智力的延展性，並且努力和辛勤的工作帶來更高的性能的學生。

These programs have been delivered in various ways, by teachers, peer mentors, and even online programs, such as Brainology, developed by Dweck and her colleagues.

這些計劃以各種方式交付，由教師，同伴導師，甚至是在線課程，如Brainology，由德維克和她的同事們開發的。

The results from over 30 years all point to the growth mindset as a powerful factor in enhancing the performance of a wide variety of students of all ages and backgrounds.

從30多年都指向了成長的心態，作為加強各種各樣不同年齡和背景的學生的表現的有力因素的結果。

Interventions have even been shown to help close achievement gaps for girls in math, and students of color in a number of academic contexts.

干預甚至被證明有助於在一些學術背景為數學女孩接近成績差距，和有色人種學生。

In his recent book, Peak: Secrets from the New Science of Expertise, Anders Ericcson summarizes a related line of research similar to the role of growth mindset in enhancing our students' academic performance.

在他的新書，峰：從專業的新科學秘密，安德斯·愛立信總結了類似的增長心態在提高學生的學業表現的作用的研究相關的線。

Ericcson describes decades of research on the development of expertise, revealing that, in almost every domain, it is not innate talent or intelligence that mostly determines whether someone becomes an expert.

愛立信描述對專業知識的發展幾十年的研究，揭示，幾乎在每一個領域，它不是與生俱來的天賦和情報，主要是決定一個人是否成為一個專家。

Rather, Erikkson demonstrates that the primary determiner of why some people develop into world-class experts is actually something he calls deliberate practice.

相反，Erikkson證明了為什麼有些人發展成為世界級專家的主要確定實際上是他叫刻意練習。

Deliberate practice is a special form of learning, and includes regular spaced practice with timely and informative feedback, all invariably overseen by a mentor, coach, or teacher.

刻意練習是學習的一種特殊形式，包括提供及時的信息反饋定期間隔的做法，都不約而同地用一個導師，教練或教師監督。

So, what's this have to do with our students? It's true, we're not developing world-class experts in various professional fields, at least not yet.

那麼，這是什麼都與我們的學生怎麼辦？這是真的，我們不發展各專業領域的世界級專家，至少目前還沒有。

But we are striving to develop expert learners at whatever age we encounter them.

但是，我們正在努力在任何時代，我們遇到他們發展專家學習者。

And by helping them develop a growth mindset, emphasizing hard work and effective effort, we significantly increase the chances they'll become high performers in school and beyond.

並幫助他們發展成長的心態，強調勤奮和有效的努力，我們顯著增加，他們會成為在學校和超越高績效的機會。

In other words, effective effort in the academic realm is analogous to deliberate practice in the development of expert performers.

換句話說，在學術領域有效的努力是類似於在專家的表演發展到刻意練習。

Next, we'll discuss strategies for developing the growth mindset in our students.

接下來，我們將討論開發在學生的成長心態的策略。