SETTING GOALS

FOR SUCCESS
BANDURAS One of the most renowned
SELF psychologist. He has made
EFFICACY significant contribution to all
branches of psychology. Self
efficacy theory is part of his social
cognitive theory for social learning
theory which is a fundamental
positive psychology
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BANDURAS Self efficacy is commonly
SELF defined as the belief in ones
EFFICACY capabilities to achieve a goal
or an outcome. It is an ability to
influence events that affects
ones life and control the way
these events are experienced
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4 ways to build 1. Mastery Experience 2. Social modelling
Self Efficacy
Every experience is not Observing thoswho practice
always a positive high self efficacy in their
outcome. It may also lives and who have reached
bring failure. This their goals espite hardships
experience will help us can provide great
build resilience thru motivation to a person.
treating failure as a
learning opportunity and
chance to reach our goal
with different approach.

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4 ways to build 3. Social persuassion 4. States of physiology
Self Efficacy
It is about finding the Our own emotions, moods,
right mentor. Social and phsiical state can
persuasion is abut having influence our interpretation
others directly influence of self efficacy. Positive
ones self efficacy by emotions can help build
providing opportunities to positive insight fot high self
master experience efficacy to a person

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DWECKS MINDSET
THEOY
Carol S Carol S. Dweck is the Lewis and
Dweck Virginia Eaton Professor of
Psychology at Stanford University.
Dweck is known for her work on the
mindset psychological trait. She has
taught at Columbia University,
Harvard University, and the University
of Illinois before joining the Stanford
University
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What are Dweck’s research has allowed her to
distinguish two perspectives that people
mindsets? hold about their abilities (with approximately
15% undecided). People can have different
mindsets towards different aspects of their
lives, e.g. a fixed mindset towards their ability
to do math's, but a growth mindset towards
their ability to play tennis.

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Fixed Mindsets Growth Mindsets
-Intelligence is fixed.
-Intelligence can be
-Challenges are avoided, as to developed.
fail suggests that they ‘lack the
-Challenges are embraced as
intelligence’ required.
it is believed that they can
-Effort is seen as fruitless- if improve at a task.
they don’t ‘get it’ then it
-Effort therefore is seen as
suggests that they lack the
worthwhile- a path to mastery.
intelligence.
-Getting things wrong and
-Getting things wrong and
receiving feedback is positive-
receiving feedback is
it guides further improvement.
negative- it reveals limitations.

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Mindsets can Failure, even for individuals who have a growth
change the mindset can still be painful- but it doesn’t define you
meaning of as a learner. Failure reveals problems that must be
failure faced, dealt with and learned from. Failure should
provide feedback and a solution to be followed.

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Mindsets can An extremely important finding of Dweck’s long
change research into Mindset is that the particular mindset a
person has is not necessarily permanent. Mindsets
can be changed. Note that her work shows that they
can change in either direction.

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Mindsets can An extremely important finding of Dweck’s long
change research into Mindset is that the particular mindset a
person has is not necessarily permanent. Mindsets
can be changed. Note that her work shows that they
can change in either direction.

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Praise- Prop Or
Poison?

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Praise- Prop or Dweck has closely looked at the impact of praise,
Poison? specifically the type of praise that learners receive.
Her research has shown that praise linked to
reassuring learners about their intelligence or talent
is detrimental to their view about their abilities. It
reinforces (fixed mindset) ideas that their
achievements are a consequence of IQ or other finite
innate ability.

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Praise- Prop or In Dweck’s work it led to students worrying that
Poison? future tests might reveal their shortcomings, and that
challenges were to be avoided as, again, struggling
demonstrated that they weren’t really as smart as
their teachers had believed.
Dweck’s research has demonstrated the importance
of praise that recognizes effort. Praise that
acknowledges process related activities such as
practice, study, persistence and good strategies are
proven to instill and develop a growth mindset in .
learners.
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Praise- Prop or In Dweck’s work it led to students worrying that
Poison? future tests might reveal their shortcomings, and that
challenges were to be avoided as, again, struggling
demonstrated that they weren’t really as smart as
their teachers had believed.
Dweck’s research has demonstrated the importance
of praise that recognizes effort. Praise that
acknowledges process related activities such as
practice, study, persistence and good strategies are
proven to instill and develop a growth mindset in .
learners.
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