How to Take a Set Mind Out of Mindset
Abstract
Millennials are said to be the most depressed of any generation (Denizet-Lewis, 2017). This research seeks to explore how expectations in schools may contribute to widespread depression and anxiety among college students (Agliata & Renk, 2009). Recent research has explored how mindset affects your mental, emotional, and physical health: someone with a fixed mindset believes that an individual’s qualities and traits are set in stone while someone with a growth mindset believes these qualities can be learned with time and experience (Dweck, 2007). Demonstrating how the way an individual thinks can influence the overall quality of their health in terms of the actions they take to either manage or neglect it. However, health is not the only aspect shaped by mindset. That is, your personality, academics, social life, achievements, and decision making (Powers, 2016) are swayed by your thoughts and can continue to flourish or wither depending on whether you have a fixed or growth mindset. The norms that society sets, along with the expectations and pressures that follow, have the capability to consume people in the struggle to achieve a rigid definition of success and avoid any defining failure. But how do we measure and understand success? How do we measure and understand failure? What types of conditions should be highlighted to create growth and development? This research will examine the effects of having a growth mindset compared to having a fixed one and the implications of colleges and their faculty expecting too much or too little of their students.
Faculty Sponsors
Dr. Kelly Anne Concannon
Project Type
Event
Location
Alvin Shermany Library
Start Date
4-5-2019 1:00 PM
End Date
4-5-2019 5:00 PM
How to Take a Set Mind Out of Mindset
Alvin Shermany Library
Millennials are said to be the most depressed of any generation (Denizet-Lewis, 2017). This research seeks to explore how expectations in schools may contribute to widespread depression and anxiety among college students (Agliata & Renk, 2009). Recent research has explored how mindset affects your mental, emotional, and physical health: someone with a fixed mindset believes that an individual’s qualities and traits are set in stone while someone with a growth mindset believes these qualities can be learned with time and experience (Dweck, 2007). Demonstrating how the way an individual thinks can influence the overall quality of their health in terms of the actions they take to either manage or neglect it. However, health is not the only aspect shaped by mindset. That is, your personality, academics, social life, achievements, and decision making (Powers, 2016) are swayed by your thoughts and can continue to flourish or wither depending on whether you have a fixed or growth mindset. The norms that society sets, along with the expectations and pressures that follow, have the capability to consume people in the struggle to achieve a rigid definition of success and avoid any defining failure. But how do we measure and understand success? How do we measure and understand failure? What types of conditions should be highlighted to create growth and development? This research will examine the effects of having a growth mindset compared to having a fixed one and the implications of colleges and their faculty expecting too much or too little of their students.
