Growth Mindset
Carol Dweck pioneered the concept of Growth Mindset and its application to learning, growth and development. In short, the concept identifies that a person’s perceptions of ability have a critical influence upon their growth, development and goal achievement. A person with a Fixed Mindset believes that ability is innate and cannot be changed. On the other hand, a person with a Growth Mindset believes that people can develop capabilities and competency through committing to the practice of effective process over time.
The Growth Mindset approach identifies that perceptions, process, practice and persistence are critical to promote learning, growth and development. This applies not only to a learner’s perspective, but also to that of the mentor. The attitudes and beliefs mentors bring to the learning context significantly influence participant performance.
The Pirru Thangkuray Program integrates Growth Mindset concepts.
Self-Determination Theory (SDT)
Edward L. Deci and Richard Ryan established Self-Determination Theory, which explains wellbeing and motivation in terms of three innate psychological needs: competence, autonomy, and relatedness.
When a person’s need for autonomy, competence and relatedness are met, their levels of wellbeing, motivation, and engagement are high. This results in increased levels of self- efficacy, self-determination, and self-regulation, leading to enhanced performance and goal achievement through creating a virtuous cycle.
Conversely, when these needs are not met, it can result in poor wellbeing, demotivation and disengagement.
The Pirru Thangkuray Program promotes autonomy, competence and relatedness to increase learner motivation, engagement, wellbeing and performance.
Goal Theory
Goal Theory has evolved since Edwin Locke and Gary Latham’s groundbreaking work in the 1960s. Generally speaking, goals are aspirational targets that motivate a person or a group to behave in ways to achieve a goal.
Research indicates that goals can increase engagement and motivation to achieve targets when they are specific, clear, compelling and time framed. Goals are even more effective in motivating goal-directed behaviours if they are shared, or made public, which increases accountability.
One of the biggest limitations to effective goal setting is the ability to set realistic and actionable goals, along with the strategies to achieve them. Goal setting is a skill that can be developed through practising process over time. Goal attainment is enhanced by coaching.
Many different types of goals can influence human behaviour, but for the sake of brevity we will focus on three:
- Outcome goals, which compare performance against that of others, such as coming first
- Performance goals, which compare performance against a standard, such as a Band in the HSC
- Process goals, which focus on mastering technique and commitment to performance.
A word of warning: there is a risk that outcome and performance goals can motivate people to achieve goals at any cost, including cheating.
Personal Best Goals and Growth Goals
Andrew Martin and his colleagues have developed the concept of Personal Best (PB) Goals. PB Goals focus on the learner establishing self-referenced goals that meet or exceed a previous personal performance. Being self-referenced, PB Goals do not involve comparisons with the performance of others, which reduces the risk of undermining self-efficacy or promoting unethical behaviours.
Because PB Goals are specific (related to the individual’s performance), set by the learner (relevant) and are self-referenced (appropriately challenging), they engage and motivate the learner to improve performance. The benefits of PB Goals have been found to be cumulative, i.e., the longer learners engage with setting and attaining PB Goals, the greater the effect.
The NSW Department of Education’s Centre for Education Statistics and Evaluation, in collaboration with Andrew Martin and his colleagues, has further developed this approach to goal setting through the concept of Growth Goals.
Research published by CESE indicates Growth Goal setting:
- improves participant engagement and achievement
- is associated with increased gains in aspirations, perseverance and homework behaviour
- supports attendance for participants of low socioeconomic backgrounds
- strengthens aspirations to complete Year 12, particularly for participants with low prior achievement
- can be fostered through explicit teaching, and provision of feedback and relevant content.
The Pirru Thangkuray Program supports participants to establish, plan for and attain personal best growth goals.
Centre for Education Statistics and Evaluation (2021), Growth goal setting – what works best in practice, NSW Department of Education