The Experts below are selected from a list of 2064 Experts worldwide ranked by ideXlab platform
Kirsi Tirri - One of the best experts on this subject based on the ideXlab platform.
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implementing and evaluating growth Mindset pedagogy a study of finnish elementary school teachers
Frontiers in Education, 2021Co-Authors: Inkeri Rissanen, Elina Kuusisto, Sonja Laine, Ita Puusepp, Kirsi TirriAbstract:This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth Mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher’s pedagogical thinking and practices and found significant differences between Fixed-Mindset and growth-Mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth Mindsets in education.
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growth Mindset in teaching a case study of a finnish elementary school teacher
International Journal of Learning Teaching and Educational Research, 2019Co-Authors: Rina Ronkainen, Elina Kuusisto, Kirsi TirriAbstract:This study investigates how a growth Mindset is actualised in one first-grade teacher’s classroom. Mindset refers to implicit beliefs that individuals hold about basic human qualities. A person with a growth Mindset sees these qualities as malleable and subject to development, whereas a person with a Fixed Mindset sees these qualities as static and unalterable. Previous research has shown that teachers’ Mindsets have an influence on their pedagogical thinking and practice. The data in this study include classroom observations, videotaping and stimulated recall interviews. Deductive content analysis was used in the inquiry. The teacher’s growth Mindset pedagogy was actualised with one student in particular when the teacher gave critical feedback in the form of “not yet”. This gradually changed the student’s Fixed Mindset behaviour towards a growth Mindset. The teacher’s growth Mindset was also actualised in the class as a whole when she fostered students’ process-focused thinking with concrete and immediate praise, indicating her high expectations. The teacher studied can be regarded as an example of a growth-Mindset teacher, and her actions and reflections on the teaching-studying-learning process provide illuminating examples of growth Mindset pedagogy in classroom interactions. https://doi.org/10.26803/ijlter.18.8.9
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students Mindsets for learning and their neural underpinnings
Psychology, 2016Co-Authors: Kirsi Tirri, Teija KujalaAbstract:It has been shown that individuals with a growth Mindset for learning see mistakes as opportunities to learn and improve, whereas for Fixed-minded individuals mistakes indicate lack of ability. Earlier empirical research on Mindsets includes both quantitative surveys and qualitative approaches with observations and stimulated recall method. During performance monitoring it is possible to probe event-related brain potentials (ERPs), enabling the investigation of the neural basis of students’ different reactions to mistakes. ERP studies have shown that growth Mindset is associated with an enhancement of the error positivity (Pe), an ERP reflecting awareness of and attention allocation to mistakes. More growth-minded individuals also show superior accuracy after mistakes compared to those endorsing more of a Fixed Mindset. Most importantly, Pe amplitude mediates the relationship between Mindset and post-error accuracy. These results suggest that neural activity indexing online awareness of and attention to mistakes is intimately involved in growth-minded individuals’ ability to rebound from mistakes. In this article we review and connect educational, psychological and neuroscientific points of view to investigate the role of Mindsets related to learning.
Tirri Kirsi - One of the best experts on this subject based on the ideXlab platform.
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Implementing and evaluating growth Mindset pedagogy : A study of Finnish elementary school teachers
'Frontiers Media SA', 2021Co-Authors: Rissanen Inkeri, Kuusisto Elina, Laine Sonja, Puusepp Ita, Tirri KirsiAbstract:This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth Mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher's pedagogical thinking and practices and found significant differences between Fixed-Mindset and growth-Mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth Mindsets in education.Peer reviewe
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Peer Feedback Reflects the Mindset and Academic Motivation of Learners
'Frontiers Media SA', 2020Co-Authors: Zhang Junfeng, Kuusisto Elina, Nokelainen Petri, Tirri KirsiAbstract:Given that little is known how peer feedback reflects adolescents’ academic well-being in different cultures, this study investigates, by means of multiple-group structural equation modeling (SEM), the influence of peer feedback on the Mindset and academic motivation of Chinese (N = 992) and Finnish (N = 870) students in the fourth to the ninth school grades. Within this investigation, we also explore the culture-invariant and culture-dependent nature of student feedback, Mindset and academic motivation. The results indicate that the way students praise their peers in their feedback primes and modifies their Mindsets and academic motivation. Person-focused praise reflects a Fixed Mindset and negative academic motivation (i.e., avoidance), whereas process-focused praise undermines negative academic motivation. The pupils in the two samples had growth Mindsets. However, the Finnish students preferred to bestow neutral praise and to be more negative with regard to their academic motivation whereas the Chinese students favored process- and person-focused praise, the former reflecting not only their growth Mindset but also their positive academic motivation (i.e., trying).Peer reviewe
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Growth Mindset in teaching : A case study of a Finnish elementary school teacher
'Society for Research and Knowledge Management', 2019Co-Authors: Ronkainen Rina, Kuusisto Elina, Tirri KirsiAbstract:This study investigates how a growth Mindset is actualised in one first-grade teacher’s classroom. Mindset refers to implicit beliefs that individuals hold about basic human qualities. A person with a growth Mindset sees these qualities as malleable and subject to development, whereas a person with a Fixed Mindset sees these qualities as static and unalterable. Previous research has shown that teachers’ Mindsets have an influence on their pedagogical thinking and practice. The data in this study include classroom observations, videotaping and stimulated recall interviews. Deductive content analysis was used in the inquiry. The teacher’s growth Mindset pedagogy was actualised with one student in particular when the teacher gave critical feedback in the form of “not yet”. This gradually changed the student’s Fixed Mindset behaviour towards a growth Mindset. The teacher’s growth Mindset was also actualised in the class as a whole when she fostered students’ process-focused thinking with concrete and immediate praise, indicating her high expectations. The teacher studied can be regarded as an example of a growth-Mindset teacher, and her actions and reflections on the teaching-studying-learning process provide illuminating examples of growth Mindset pedagogy in classroom interactions.Peer reviewe
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Mindsets and Failures : Neural Differences in Reactions to Mistakes among 2nd Grade Finnish Girls
'IntechOpen', 2019Co-Authors: Puusepp Ita, Kuusisto Elina, Laine Sonja, Tammi Tuisku, Huotilainen Minna, Kujala Teija, Tirri KirsiAbstract:Mindsets have been identified as an important factor in explaining learning differences among students. Growth Mindset students have been shown to recover from mistakes easier than Fixed Mindset students, and recent neuroscientific research has shown differences in the brain’s event-related potentials to errors in Fixed and growth Mindset participants. The purpose of this study was to examine and evaluate these differences in the Finnish elementary school context. To achieve this, event-related potentials of five Fixed and five growth Mindset 8-9-year-old female students were recorded during a go/no-go task. Differences between the two groups emerged, however, they were different from the results of some previous studies in the field. These findings are discussed in the light of earlier neuroscientific research related to Mindsets, including limitations and suggestions for future research in the field.Peer reviewe
Jill G Klein - One of the best experts on this subject based on the ideXlab platform.
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a growth Mindset approach to preparing trainees for medical error
BMJ Quality & Safety, 2017Co-Authors: Jill G Klein, Clare Delany, Michael Fischer, David Smallwood, Stephen TrumbleAbstract:As medical students transition to become trainee doctors, they must confront the potential for making medical errors. In the high stakes environment of medicine, errors can be catastrophic for the patients and for doctors themselves. Doctors have been found to experience guilt, shame, fear, humiliation, loss of confidence, deep concerns about their professional skills and social isolation, effectively becoming the second victim of an error.1 ,2 A number of programmes and practices have been suggested to provide psychological first aid to second victims after an error has occurred.3 Little attention, however, has focused on how medical training can prepare doctors for the inevitability of error, and thus help protect them from potentially severe emotional consequences in the future. The WHO has developed the Patient Safety Curriculum Guide for Medical Schools , which includes training on understanding and learning from mistakes.4 In addition, the case has been made for error management training in which students are encouraged to experience error in safe settings, such as simulation exercises.5 ,6 While these approaches are promising, a more broad-spectrum psychological intervention aimed at changing how students perceive mistakes and cope with setbacks could be advantageous. Research from social psychology suggests a promising intervention that could help assist students in being resilient when encountering difficulties and setbacks. Mindset theory holds that our implicit assumptions about the origins of abilities such as intelligence and talent have a profound impact on how we view mistakes or failure.7 Those with a Fixed Mindset believe that ability is endowed and static, and thus a failure indicates a lack of ability. Those with a growth Mindset view ability as acquired through effort, practice and learning from setbacks, and thus a failure represents an opportunity for development and improvement. A great deal of research …
Kuusisto Elina - One of the best experts on this subject based on the ideXlab platform.
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Implementing and evaluating growth Mindset pedagogy : A study of Finnish elementary school teachers
'Frontiers Media SA', 2021Co-Authors: Rissanen Inkeri, Kuusisto Elina, Laine Sonja, Puusepp Ita, Tirri KirsiAbstract:This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth Mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher's pedagogical thinking and practices and found significant differences between Fixed-Mindset and growth-Mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth Mindsets in education.Peer reviewe
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Peer Feedback Reflects the Mindset and Academic Motivation of Learners
'Frontiers Media SA', 2020Co-Authors: Zhang Junfeng, Kuusisto Elina, Nokelainen Petri, Tirri KirsiAbstract:Given that little is known how peer feedback reflects adolescents’ academic well-being in different cultures, this study investigates, by means of multiple-group structural equation modeling (SEM), the influence of peer feedback on the Mindset and academic motivation of Chinese (N = 992) and Finnish (N = 870) students in the fourth to the ninth school grades. Within this investigation, we also explore the culture-invariant and culture-dependent nature of student feedback, Mindset and academic motivation. The results indicate that the way students praise their peers in their feedback primes and modifies their Mindsets and academic motivation. Person-focused praise reflects a Fixed Mindset and negative academic motivation (i.e., avoidance), whereas process-focused praise undermines negative academic motivation. The pupils in the two samples had growth Mindsets. However, the Finnish students preferred to bestow neutral praise and to be more negative with regard to their academic motivation whereas the Chinese students favored process- and person-focused praise, the former reflecting not only their growth Mindset but also their positive academic motivation (i.e., trying).Peer reviewe
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Growth Mindset in teaching : A case study of a Finnish elementary school teacher
'Society for Research and Knowledge Management', 2019Co-Authors: Ronkainen Rina, Kuusisto Elina, Tirri KirsiAbstract:This study investigates how a growth Mindset is actualised in one first-grade teacher’s classroom. Mindset refers to implicit beliefs that individuals hold about basic human qualities. A person with a growth Mindset sees these qualities as malleable and subject to development, whereas a person with a Fixed Mindset sees these qualities as static and unalterable. Previous research has shown that teachers’ Mindsets have an influence on their pedagogical thinking and practice. The data in this study include classroom observations, videotaping and stimulated recall interviews. Deductive content analysis was used in the inquiry. The teacher’s growth Mindset pedagogy was actualised with one student in particular when the teacher gave critical feedback in the form of “not yet”. This gradually changed the student’s Fixed Mindset behaviour towards a growth Mindset. The teacher’s growth Mindset was also actualised in the class as a whole when she fostered students’ process-focused thinking with concrete and immediate praise, indicating her high expectations. The teacher studied can be regarded as an example of a growth-Mindset teacher, and her actions and reflections on the teaching-studying-learning process provide illuminating examples of growth Mindset pedagogy in classroom interactions.Peer reviewe
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Mindsets and Failures : Neural Differences in Reactions to Mistakes among 2nd Grade Finnish Girls
'IntechOpen', 2019Co-Authors: Puusepp Ita, Kuusisto Elina, Laine Sonja, Tammi Tuisku, Huotilainen Minna, Kujala Teija, Tirri KirsiAbstract:Mindsets have been identified as an important factor in explaining learning differences among students. Growth Mindset students have been shown to recover from mistakes easier than Fixed Mindset students, and recent neuroscientific research has shown differences in the brain’s event-related potentials to errors in Fixed and growth Mindset participants. The purpose of this study was to examine and evaluate these differences in the Finnish elementary school context. To achieve this, event-related potentials of five Fixed and five growth Mindset 8-9-year-old female students were recorded during a go/no-go task. Differences between the two groups emerged, however, they were different from the results of some previous studies in the field. These findings are discussed in the light of earlier neuroscientific research related to Mindsets, including limitations and suggestions for future research in the field.Peer reviewe
Helena Skyt Nielsen - One of the best experts on this subject based on the ideXlab platform.
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reading intervention with a growth Mindset approach improves children s skills
Proceedings of the National Academy of Sciences of the United States of America, 2016Co-Authors: Simon Calmar Andersen, Helena Skyt NielsenAbstract:Laboratory experiments have shown that parents who believe their child's abilities are Fixed engage with their child in unconstructive, performance-oriented ways. We show that children of parents with such "Fixed Mindsets" have lower reading skills, even after controlling for the child's previous abilities and the parents' socioeconomic status. In a large-scale randomized field trial (Nclassrooms = 72; Nchildren = 1,587) conducted by public authorities, parents receiving a reading intervention were told about the malleability of their child's reading abilities and how to support their child by praising his/her effort rather than his/her performance. This low-cost intervention increased the reading and writing achievements of all participating children-not least immigrant children with non-Western backgrounds and children with low-educated mothers. As expected, effects were even bigger for parents who before the intervention had a Fixed Mindset.