Final answer:
Dweck learned that students' beliefs about intelligence played a significant role in their academic performance and adjustment to junior high.
Step-by-step explanation:
In the study conducted by Dweck, she monitored 373 students transitioning to junior high. She found that students' beliefs about intelligence played a significant role in their academic performance and adjustment to junior high.
Dweck found that students with a fixed mindset, who believed that intelligence was fixed and unchangeable, tended to struggle more during the transition to junior high. These students were more likely to see academic setbacks as evidence of their lack of ability and were less likely to seek help or try new strategies.
On the other hand, students with a growth mindset, who believed that intelligence could be developed through effort and learning, were more resilient and had a smoother transition to junior high. They were more likely to see setbacks as opportunities for growth and were more proactive in seeking help and trying different learning strategies.
Carol Dweck's research, investigating the mindsets of students during their transition to junior high, explored how growth mindsets and fixed mindsets influence academic performance. Key findings revealed that students with a growth mindset—the belief that intelligence can be developed—were more resilient in the face of challenges. These students viewed difficulties as opportunities to learn, leading to better adaptation and sustained achievement in school. Conversely, those with a fixed mindset—believing that intelligence is a static trait—were more likely to retreat from challenges, feel defensive or demoralized, and show declining academic performance over time. Dweck's research underscored the importance of encouraging a growth mindset to foster resilience and a positive attitude towards learning and personal development.