Question

Define and differentiate between entity (fixed) and incremental (growth) beliefs about ability. With what types of attributions and goal orientations are EACH associated? With respect to failure, compare and contrast how a learner with an entity versus an incremental view of ability is likely to approach a new learning or testing situation.

Answer 1

A task is given with certain complications and asked to solve. Some are confident and motivated while others are not that motivated. When observed the people who are not motivated, they are not motivated because they believe they don't have the ability to perform the task and it is not possible to learn it because it is out of their reach to learn. When observed people who are motivated with same resources they feel they can do it because they believe they can learn how to do it and can perform the task well.

So there are two groups that are formed and these can be studied under implicit theories of intelligence.

Beliefs about intelligence and ability shows impact on the application of it. Entity ( fixed ) belief theorists support that Intelligence and abilities are fixed and they cannot be changed ( improved ). A person's ability and intelligence are fixed. In a work if they believe that their ability to perform the task is high then the probability of mastery is also high but if the ability is low then the mastery is also low.

Unlike Entity belief, Incremental belief theorists support that Intelligence and abilities are not fixed and they can be changed with effort and hardwork. Even if initially the ability to complete the task is low it can be improved by practice and effort.

By observing an individual's motivation and behavior towards achievement, an individual's general mindset regarding intelligence is revealed.

Student will unknowingly assess his/her intelligence and form a belief about their abilities by interaction and by impact of his/her living environment. Given the same tasks to both type of believers Entity belief category will assess whether they can do it or not. If they believe they have the ability then they will try if they don't believe they have the ability then they will try to quit. When it comes to incremental belief people if they feel believe they can do it then they will progress but if they feel their initial skill is low they don't quit but try to put effort and hardwork to achieve it because they feel their initial low ability is not fixed but can be improved with effort.

People with Incremental belief accept challenges gladly and thrive towards growth and mastery. People with entity belief also accept and show perseverance in challenging situations and can get succeeded until they believe that it is under their abilities. But if they doubt their abilities and lack confidence then they will avoid, delay, probabily cheat in situations which make them appear weak. These behaviors can lead to a sense of learned helplessness.

According to experimental data collected by Dweck, performance goals are chosen by people Entity belief of intelligence ( to appear capable and avoid negative judgements about their skills ) and learning oriented goals are chosen by people with incremental belief ( to learn and gain expertise in new things because they feel intelligence can be stretched ).

Response to failure is related to mindset and belief. In the face of failure, People with entity belief will feel that they don't have enough abilities to achieve success in the task and they feel like quitting because they cannot achieve , therefore if they do not succeed at some task, they are unlikely to seek similar tasks or quit trying. people with Incremental belief feel that the reason for failure is not the lack of ability but lack of effort and planning. They feel with improvement in effort they can achieve it next time. Entity belief theorists believe that even when they learn new things their intelligence will not change. So incremental view of ability invites approach to a new learning or testing situation with confidence than entity view of ability, but if they believe that this new learning and new testing situation is within their abilities they will also try to perform it.

Again it is to be remainded that these beliefs were formed unknowingly in people. So with effort one can change their belief from entity to incremental as incremental is more reliable in adverse situations. The nurturing and encouragement by praising the students and improving the confidence of people with entity belief is the key factor.