Brainology: Transforming Student’s Motivation to Learn

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I think that Carol Dweck writes “Brainology: Transforming Student’s Motivation to Learn” in order to present her point of view on students’ mindsets and intelligence in an expanded format. Dweck states her ideas about different mindsets, achievements, attitudes to them, and values related to students’ success; she, therefore, understands that valuable evidence must support such claims. I suppose that is the reason why the author focuses on the actual research she has done in collaboration with graduate students: in order to provide how the presented concepts work from students’ perspectives. Furthermore, I also think that Dweck could do such research not only to validate for credibility but to win the favor of students who might read her work. The writer wishes students to understand that no one succeeds in a significant way without a lot of hard work and dedication, no matter how clever or brilliant they are. People develop their abilities and reach their potential via effort. I assume that it occurs to the most important overall idea of Dweck’s work – something that she would like students to understand and follow in their lives.

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Moreover, Dweck wishes teachers to learn and understand the ideas presented in her work. She implies that teachers, who had no idea there were two groups, picked out pupils in the growth-mindset group as having demonstrated clear changes in motivation. Since the author pays much attention to dividing two types of mindsets, she suggests that teachers must be educated about those concepts. Dweck puts an effort to provide much information about her ideas to teachers in order to affect students, as well. In this way, the author presents her work as an understandable and beneficial source of information for people in different position in the educational system and, consequently, provide her ideas to the whole system. Dweck wishes her readers to change the idea of the established order, “We need to correct the harmful idea that people simply have gifts that transport them to success” (14). Thereby, the author supposes that her idea might be highly beneficial for the educational system, teachers, and students themselves. That is why she presents her work, states her ideas clearly, and expects to be noticed by various types of audiences.

Reference

Dweck, Carol. “Brainology: Transforming Student’s Motivation to Learn”. Unit One: Internal and External Motivation. 2008.

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ChalkyPapers. (2022, August 25). Brainology: Transforming Student's Motivation to Learn. Retrieved from https://chalkypapers.com/brainology-transforming-students-motivation-to-learn/

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ChalkyPapers. (2022, August 25). Brainology: Transforming Student's Motivation to Learn. https://chalkypapers.com/brainology-transforming-students-motivation-to-learn/

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"Brainology: Transforming Student's Motivation to Learn." ChalkyPapers, 25 Aug. 2022, chalkypapers.com/brainology-transforming-students-motivation-to-learn/.

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ChalkyPapers. (2022) 'Brainology: Transforming Student's Motivation to Learn'. 25 August.

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ChalkyPapers. 2022. "Brainology: Transforming Student's Motivation to Learn." August 25, 2022. https://chalkypapers.com/brainology-transforming-students-motivation-to-learn/.

1. ChalkyPapers. "Brainology: Transforming Student's Motivation to Learn." August 25, 2022. https://chalkypapers.com/brainology-transforming-students-motivation-to-learn/.


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ChalkyPapers. "Brainology: Transforming Student's Motivation to Learn." August 25, 2022. https://chalkypapers.com/brainology-transforming-students-motivation-to-learn/.