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Running head: SUCCESS IN FAILURE 1

Finding Success in Failure: An Eighth Grade Classroom Guidance Lesson to Promote Growth

Mindset

Nina Brashears, Jessie Byrd, Sara Penna, Joanna Tine

University of North Carolina Chapel Hill


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Finding Success in Failure: An Eighth Grade Classroom Guidance Lesson to Promote Growth

Mindset

To have a “growth mindset” is to have an understanding that learning is achieved through

practice, experience, intrinsic motivation, resilience, and open-mindedness. This paper will offer

a detailed proposal for a classroom guidance lesson that will address the importance of, and

techniques to achieve, a growth mindset to an audience of eighth grade students.

Literature Review & Rationale

The potency and strength of one’s mindset is a recurring theme within psychological

research; as evidence has shown multiple times and across contexts, a person’s perception is

connected directly to their behaviors. In education, a negative and/or static mindset of a student

has the ability to stunt success and inhibit the capacity of learning (Paunesku, Walton, Romero,

Smith, Yeager, & Dweck, 2015). However, research has shown that intervention with students -

which focuses on the plasticity of the brain, as well as that challenge is an opportunity to learn -

raises the quality of mindset and increases belief that personal growth is achievable (Paunesku, et

al., 2015).

According to Rattan, Savani, Naidu, and Dweck (2012), a common misconception

carried by Western cultures, such as the United States, is that ability, natural talent, and a

person’s capacity to learn are inherently absolute; that one cannot improve what they do not

already have. However, most research concludes that this mentality is false, and that the belief in

one’s abilities can lead to significant growth (Rattan et al., 2012). Schroder, Moran, Donnellan,

and Moser (2014) argue that “a consistent finding is that a belief in the malleability of self-

attributes – a growth mindset – is associated with better performance and perseverance,

especially when individuals are faced with challenging tasks” (p. 27).
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Generally, there are two dominant and contrasting notions that students adopt when they

are faced with struggle; the first being that mistakes present opportunities to learn and grow.

However, the second notion - that failure signifies one’s inability to succeed - is detrimental not

only to a person’s self-esteem, but to their motivation as well (Haimovitz, Wormington, and

Corpus, 2011). A study by Haimovitz, et al., (2011) shows evidence that students who carry the

belief that intelligence is an unchangeable, fixed characteristic, referred to as the entity theory of

intelligence, are more likely to experience a decline of intrinsic motivation related to school over

the course of a year. Additionally, according to Moser, Schroder, Heeter, Moran, and Lee (2011)

the difference between a fixed and growth mindset lies in the reaction to the performed error:

while fixed-minded students tend to disengage from what they feel is out of their control,

growth-minded students explore alternative solutions and use the mistake as instructive feedback

for later use. Such data indicates to schools and stakeholders that expending resources on

teaching growth mindset to students is not only beneficial, but also necessary for students who

may be stuck in their own doubts.

This paper proposes a classroom guidance lesson on growth mindset that can be

implemented into schools, and research supports the effectiveness of such a program for

students. Schmidt, Shumow, & Kackar-Cam (2017) reported evidence of a correlation between

students’ mindsets and their invested effort in schoolwork; more specifically, students with a

growth mindset were more likely to persevere to a greater extent in school. Additionally, a study

by Schmidt, Shumow, and Hayal (2015) observed several teachers who believed and modeled

growth mindset within their classrooms; finding that students who had been taught and were

made to practice those strategies were more concerned with mastery-oriented goals and had

improved their learning outcomes. Schmidt, et al. (2017) suggested aligning teaching of growth
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mindsets “within specific academic courses, like science, in which the intervention content

substantially complements the academic content” (p. 598).

Besides the potential benefits of including growth mindset education into school

curriculum, this proposal also recognizes the growing need among students. A study by

Schroder, Fisher, Lin, Lo, Danovitch, and Moser (2017) asserts that “it is possible that adults’

attempts to comfort children may hinder the learning process by influencing the extent to which

children attend to and make sense of their mistakes” because “adults may inadvertently distract

children from learning from their errors” (p. 48). However, by teaching children that challenges

or failures have the opportunity for learning in an academic setting, there is still an opportunity

for them to learn and practice a healthy growth mindset (Schroder, et al., 2017). There is also

potential to involve teachers in the initiative to teach growth mindset so they can reinforce

learning within their classrooms.

Not only has evidence shown that growth mindset education is beneficial and

advantageous in schools, but Rattan et al. (2015) commented that “growth mindsets foster

greater learning and achievement in students from elementary school through college, especially

during challenging transitions or in difficult courses” (p. 722). This implies that students of all

ages, backgrounds, and situations are likely to benefit from practicing a strong growth mindset in

other aspects of life. However, Schmidt, et al. (2017) found that 9th graders compared to 7th

graders showed greater sustained increases in control, interest, and skill after a mindset

intervention. Yet, Yeager, & Dweck (2012) even suggest in their study that adolescents with an

incremental (or malleable) mindset are more resilient in the face of social stressors such as

victimization, exclusion, adversities, and low self-esteem.


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In light of this data, this proposed classroom guidance proposal seeks to follow suit and

give students within the school an opportunity to improve their study behaviors and habits

through growth mindset education. There is evidence to suggest that the development of a

healthy growth mindset within students has the capacity to benefit all aspects of their life

including academic career and self-esteem.

Procedures & Techniques

For this classroom guidance lesson cognitive behavioral theory (CBT) will influence the

lesson. CBT is pyscho-educational in nature and operates from the perspective that cognition

impacts behavior. In order to influence behavior that promotes academic achievement, this

lesson will focus on the present cognitive activity to change cognition. Students will be able to

explore self-talk which is a form of cognition and change negative self-talk statements to be

positive.

Multicultural Applications

The school counselor is ideally a multiculturally competent professional that promotes

equality and educates others in the tolerance of diversity and anti-discriminatory thoughts and

behaviors, rewiring any preconceptions that may come with an individual (Anghel & Lupu,

2013). In doing so, the counselor encourages social justice and equality within the group and can

quickly and effectively pacify any stereotypes that present themselves in either conversation or

non-verbal reactions.

In presenting growth mindset techniques to a classroom of multicultural students, the

counselor is also respectful of recognizing that some students may carry a heavy predetermined

belief of their set intelligence level (Haimovitz, Wormington, & Corpus, 2011), whether due to

past experiences, or family values or expectations (Schroder, et al., 2017).


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Objectives

ASCA Mindsets & Behaviors

M 2. Self-confidence in the ability to succeed.

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

M 6. Positive attitude toward work and learning.

B-SMS 6. Demonstrate ability to overcome barriers to learning.

NC Guidance Essential Standards

RED.CR.1.3 Explore awareness of personal abilities, skills, and interests.

P.SE.1.2 Use self-determination to build independence (i.e. work habits, personal

productivity, and leadership).

Goal of the Growth Mindset Classroom Guidance Lesson

Eighth grade students will develop an understanding of the differences between “growth

mindset” and “fixed mindset” in order to promote effortful academic work and goal-setting as

well as encourage students to view their mistakes as an opportunity to learn. The lesson strives to

change perceptions about innate intelligence to impact student’s behavior towards academic

challenges or failures and ultimately influence academic achievement. By the end of the lesson

students will be able to (1) define the difference between growth and fixed mindset, (2)

recognize examples when failure can promote success, and (3) change negative self talk phrases

to positive self-talk phrases.

Classroom Logistics

School counselors will work with eighth grade teachers to coordinate scheduling and

establish expectations. Given that the literature mentioned strategic alliance with a specific

challenging course such as science, this lesson will be taught in 8th grade science classes since
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the course is an EOG course in North Carolina. Once the date and time to implement the

guidance lesson has been decided, teachers will be provided with the lesson plan and have the

opportunity to ask questions. Teachers will explain classroom rules/management to the

counselors as well as provide counselors with any information about individual or groups of

deemed noteworthy. Teachers and counselors will work together to accommodate any students

with disabilities. The teacher in each classroom can choose whether to be present during the

guidance lesson, but the counselor can share the benefit of having teacher’s reinforce growth

mindset in their content.

Evaluating Behavioral Outcomes

A pre/post lesson questionnaire will be used to evaluate students’ beliefs about

intelligence and learning. Six weeks following the lesson, counselors will return to the

classrooms to assess growth mindset perceptions and knowledge. This will be demonstrated

through students’ abilities to recognize any experiences they might have had in which their

understanding of “growth mindset” has influenced their behavior. Counselors will also ask

teachers about their observations of how students’ understanding of “growth mindset” has

influenced behavior. Through this process the teachers will refer students that may need

additional supports with understanding and utilizing a growth mindset.


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References

Anghel, A., & Lupu, R. A. (2013). Multicultural counseling in school. Procedia: Social

and Behavioral Sciences, 92, 32-35. doi: 10.1016/j.sbspro.2013.08.632

Haimovitz, K., Wormington, S. V., & Corpus, J. H. (2011). Dangerous mindsets: How beliefs

about intelligence predict motivational change. Learning and Individual Differences,

21(6). 747-752.

Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. (2011). Mind your errors:

Evidence for a neural mechanism linking growth mind-set to adaptive posterror

adjustments. Psychological Science, 22(12), 1484-1489. doi:10.1177/0956797611419520

Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015).

Mind-set interventions are a scalable treatment for academic underachievement.

Psychological Science, 26(6), 784-793. doi:10.1177/0956797615571017

Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote

academic achievement: Policy recommendations. Perspectives on Psychological Science,

10(6), 721-726.

Rattan, A., Savani, K., Naidu, N. V. R., & Dweck, C. S. (2012). Can everyone become highly

intelligent? Cultural differences in and societal consequences of beliefs about the

universal potential for intelligence. Journal of Personality and Social Psychology,

103(5), 787-803. doi:10.1037/a0029263

Schmidt, J. A. Shumow, L., & Hayal, K. M. (2015). Exploring teaching effects for mindset

interventions outcomes in seventh-grade science classes. Middle Grades Research

Journal, 10(2). 17-32.


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Schmidt, J., Shumow, L., & Kackar-Cam, H. (2017). Does mindset intervention predict students'

daily experience in classrooms? A comparison of seventh and ninth graders' trajectories.

Journal of Youth and Adolescence, 46(3), 582-602.

Schroder, H. S., Fisher, M. E., Lin, Y., Lo, S. L., Danovitch, J. H., & Moser, J. S. (2017). Neural

evidence for enhanced attention to mistakes among school-aged children with a growth

mindset. Developmental Cognitive Neuroscience, 24, 42-50.

Schroder, H., Moran, T., Donnellan, M., & Moser, J. (2014). Mindset induction effects on

cognitive control: A neurobehavioral investigation. Biological Psychology, 103(1), 27-37.

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe

that personal characteristics can be developed. Educational Psychologist, 47(4). 302-314.


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Appendix A

Pre/Post Lesson Questionnaire

Students will answer this self-assessment at the beginning and end of the lesson.

Strongly Agree Neutral Disagree Strongly


Agree Disagree

I can learn anything I


want to.

When I’m frustrated I


give up.

I like being told that I am


smart.

When I fail I learn.

My abilities determine
everything.

I don’t like to be
challenged.

If my classmates achieve
I’m inspired.

I like being told I try


hard.

Appendix B.1
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Classroom Lesson Template

School Counselors: Nina Brashears, Joanna Tine, Jessie Byrd, & Sara Penna Date: 2017 - 2018

Activity: How can you succeed by failing?

Grade: Middle School, 8th Grade

ASCA and NCGE Student Standards:

ASCA Mindsets & Behaviors

M 2. Self-confidence in the ability to succeed.

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

M 6. Positive attitude toward work and learning.

B-SMS 6. Demonstrate ability to overcome barriers to learning.

NC Guidance Essential Standards

RED.CR.1.3 Explore awareness of personal abilities, skills, and interests.

P.SE.1.2 Use self-determination to build independence (i.e. work habits, personal

productivity, and leadership).

Learning Objective(s):

1. Students will understand the concept of “growth mindset” and “fixed mindset.”

2. Students will explore examples of how a growth mindset can turn failure into

opportunities for success.

3. Students will identify self-talk phrases that promote a growth mindset.

Materials: Computer/projector/sound to play videos, worksheets, copies of pre/post test (may be

possible to have available on computers through Google Forms if all students have laptops)

Procedure:
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1. Students complete the pre-questionnaire silently and independently.

2. Students are shown the quote “I failed my way to success” - Thomas Edison. Students share

their thoughts with a partner and then share out to the class about what the quote means to them.

3. The idea of a Growth mindset versus a fixed mindset is introduced. The students view

video (https://www.youtube.com/watch?v=aItZKnWL_R4) and as they watch they write down 3

important quotes or facts. Students are asked to connect content in the video with content they

have learned in science class.

4. Students are given a box to complete (see Appendix B.2) the challenges of Thomas Edison as

they watch this clip (https://www.youtube.com/watch?v=ZlxVDdBtFQQ) until 2 minute mark.

Because Thomas Edison had a growth mindset, he was able to persevere and overcome

his speech challenge. He figured out how to take the lightbulb to the next level--and now

the world benefits from his ideas.

5. Then students stop and jot their response to: What would our world be like if Thomas Edison

gave up on being an inventor? Responses can be shared with the class.

6. Then students watch this video (https://www.youtube.com/watch?v=45mMioJ5szc) about

Michael Jordan and complete another chart (appendix B.2) as they watch. Students share in small

groups what the videos about Michael Jordan and Thomas Edison reveal.

7. Using the same box framework (appendix B.2) students think about times they have failed,

but then they think about what a growth mindset allowed them to achieve.

8. Students explore examples of how we can change our self-talk to reveal a growth mindset. See

the chart in Appendix B.3

I’m not good at this → What am I missing?

I’m awesome at this → I’m on the right track.


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I give up. → I’ve used some strategies I’ve learned, what’s next?

9. Students complete the post-lesson questionnaire to indicate change in perspective

Plan for Evaluation

Process Data: Attendance, participation, and behavioral data will be collected at the termination

of the lesson.

Perception Data: Pre- and post-test results and how each individual student defines their beliefs

about intelligence and learning. Student’s self-reflection chart can also be collected as a data

point.

Outcome Data: Teacher observations of student academic achievement post-classroom guidance

session.

Follow Up: Counselor will come back to the classes after 6 weeks and assess growth mindset

perceptions and knowledge and see if students can think of experiences they have had.
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Appendix B.2

Thomas Edison

What was his failure? What did he gain?

Thomas Edison did not do well in school. Because Thomas Edison had a ______________________,
He had a hard time articulating his thoughts he was able to ________________________and overcome
and learning new material. his speech challenge. He figured out how to take the
__________________to the next level--and now the world
____________________ from his ideas.

Stop and Jot: What would our world be like if Thomas Edison gave up on being an inventor?

Michael Jordan

What was his failure? What did he gain?

Michael Jordan’s failure was... Because Michael Jordan had a growth mindset, he was
able to...

What are two of YOUR failures? What did you gain or learn from those failures?

1. My failure was… 1. Because I had a growth mindset, I was able to…

2. Because I had a growth mindset, I was able to…


2. My failure was...
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Appendix B.3

Instead of…. Try Thinking...

I’m not good at this.

I’m awesome at this.

I give up.

This is too hard.

I can’t make this any better.

I made a mistake.

It’s good enough.

Plan A didn’t work.

I just can’t do (math/reading/etc.)...


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School Counselor Curriculum Results Report

Goal: By the end of the Growth Mindset Classroom Guidance lesson, the selected students will

be able to define their “growth mindset” and reshape their negative self-talk in a positive, self-

appreciating way.

Lessons and Activities Related to the Goal: “How do you succeed by failing?” Class Lesson:

Pre-questionnaire, Thomas Edison quote discussion, Growth Mindset / Thomas Edison / Michael

Jordan YouTube videos with reactions and activities, how students’ growth mindset has lead to

previous success, reshaping self-talk, and post-questionnaire.

Grade Level Lesson Topic Which Class/ ASCA & Curriculum &
Subject It’s NCGES Materials
Presented In

Curriculum:
8th Grade Defining Middle school ASCA (1) Defining
growth/set (8th grade) M.2 growth/set
mindset, science M.5 mindset
recognize classrooms M.6 (2) Examples of
examples where B-SMS.6 growth mindset
failure promotes opening
success, and NCGES opportunities
changing RED.CR.1.3 (3) Identifying
negative self-talk P.SE.1.2 self-talk that
to positive. promotes growth
mindset

Materials:
Computer or
projector with
sound and
worksheets
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Start/End Process Data Perception Data Outcome Data Implications

The lesson is Attendance, Pre- and post- Attendance, The ability to


meant to start participation, test results and participation, define “growth
and end during and behavioral how each and behavioral mindset” and
one classroom data will be individual data will be access positive
session. collected at the student defines collected during self-talk.
termination of their beliefs the classroom
the lesson. about guidance lesson
intelligence and and are reviewed
learning. at the
Student’s self- termination of
reflection chart the lesson.
can also be
collected as a
data point.

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