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whether it is mainly fixed or can be developed through learning and effort."},{"text":"How quickly you can improve without practising.","correct":false,"explanation":"Improvement without practice is not what mindset describes. Mindset concerns beliefs about where ability comes from, especially whether ability is fixed or can be developed."},{"text":"Whether intelligence is measured by exam results.","correct":false,"explanation":"Exam results may show performance, but they do not define mindset. Dweck’s theory focuses on beliefs about where ability comes from and whether it can change."},{"text":"The amount of support a pupil receives.","correct":false,"explanation":"Support can affect learning, but it is not the definition of mindset. Mindset describes beliefs about the origin and changeability of ability."}]},{"id":"1ff18933-994d-46e4-8867-2e2068b3de61","cardType":"basic","points":2,"front":"Why can two children of similar ability put in different amounts of work?","back":"They may hold different mindsets about whether ability can change.","mcqOptions":[{"text":"They may hold different mindsets about whether ability can change.","correct":true,"explanation":"Children with similar ability may work differently because a growth mindset encourages effort and persistence, whereas a fixed mindset can make effort seem pointless or risky."},{"text":"They must have different levels of intelligence from birth.","correct":false,"explanation":"Similar ability does not mean the children must have different inborn intelligence. Different mindsets about whether ability can change can lead them to invest different amounts of effort."},{"text":"They have received different types of punishment for mistakes.","correct":false,"explanation":"Punishment is not the key explanation in Dweck’s theory. Different beliefs about whether ability can change, rather than punishment alone, can produce different levels of work."},{"text":"They are motivated by different exam subjects.","correct":false,"explanation":"Subject preference might affect effort in some situations, but the theory explains this difference through contrasting mindsets about the changeability of ability."}]},{"id":"076aaddf-ce7f-4cda-9315-bbb44d5348d1","cardType":"basic","points":1,"front":"What does a fixed mindset believe about ability?","back":"Ability is a fixed trait that cannot really be changed.","mcqOptions":[{"text":"Ability is a fixed trait that cannot really be changed.","correct":true,"explanation":"A fixed mindset treats ability as an enduring personal trait. Because ability is seen as largely unchangeable, challenges and failure can threaten a person’s sense of talent."},{"text":"Ability is a learned skill that improves with practice.","correct":false,"explanation":"This describes a growth mindset, not a fixed mindset. A fixed mindset regards ability as a stable trait that cannot really be changed through effort."},{"text":"Ability is a temporary state that changes each day.","correct":false,"explanation":"A fixed mindset does not view ability as fluctuating daily. It sees ability as a relatively permanent trait, rather than something regularly altered by circumstances."},{"text":"Ability is a social label created by teachers.","correct":false,"explanation":"Teachers may influence how ability is perceived, but a fixed mindset is specifically the belief that ability itself is a stable trait that cannot really be changed."}]},{"id":"481105e0-ee04-4692-ba43-d175575c8c02","cardType":"basic","points":1,"front":"What does a growth mindset believe about ability?","back":"Ability can grow through effort, good strategies and practice.","mcqOptions":[{"text":"Ability can grow through effort, good strategies and practice.","correct":true,"explanation":"A growth mindset views ability as developable. Effort, effective strategies and practice can help someone learn, improve performance and build greater ability over time."},{"text":"Ability stays stable despite effort, good strategies and practice.","correct":false,"explanation":"This rejects the central growth-mindset idea. Growth mindset theory says ability can develop through effort, effective strategies and practice, rather than remaining permanently stable."},{"text":"Ability grows mainly through natural talent and luck.","correct":false,"explanation":"Natural talent and luck are not the main routes to growth in Dweck’s account. Growth is associated with effort, good strategies and deliberate practice."},{"text":"Ability can grow only through competition and high grades.","correct":false,"explanation":"Competition and grades may provide feedback, but they are not the defining causes of growth. The theory emphasises effort, strategies and practice as ways to develop ability."}]},{"id":"021e308e-56bf-44ce-af0e-191de603ce74","cardType":"basic","points":2,"front":"Why does failure feel threatening to someone with a fixed mindset?","back":"Failure seems like proof of limited talent.","mcqOptions":[{"text":"Failure seems like proof of limited talent.","correct":true,"explanation":"With a fixed mindset, ability is seen as a stable trait, so failure can be interpreted as evidence that the person lacks talent rather than as a chance to learn."},{"text":"Failure seems like proof of effective learning.","correct":false,"explanation":"Seeing failure as evidence of learning is more consistent with a growth mindset. A fixed mindset makes failure threatening because it appears to reveal limited talent."},{"text":"Failure seems like evidence that effort always works.","correct":false,"explanation":"Failure cannot demonstrate that effort always works. In a fixed mindset, it is more likely to be interpreted as evidence of limited talent and inability."},{"text":"Failure seems like evidence that the task was too easy.","correct":false,"explanation":"A fixed mindset does not usually interpret failure as showing that a task was too easy. It can instead treat the result as proof of limited personal talent."}]},{"id":"44deaa1b-bf79-4271-a65c-c361b9d49d47","cardType":"basic","points":2,"front":"Why does a growth mindset treat mistakes as useful?","back":"Mistakes provide information about what to change.","mcqOptions":[{"text":"Mistakes provide information about what to change.","correct":true,"explanation":"A growth mindset treats mistakes as useful feedback. They can show which part of a method needs changing, allowing the learner to adapt and improve."},{"text":"Mistakes provide proof that ability cannot change.","correct":false,"explanation":"Interpreting mistakes as proof of unchangeable ability reflects a fixed mindset. A growth mindset treats them as information that can guide changes and improvement."},{"text":"Mistakes provide evidence that effort is unnecessary.","correct":false,"explanation":"Mistakes do not show that effort is unnecessary. In a growth mindset, they indicate what needs changing and can encourage more effective effort."},{"text":"Mistakes provide confirmation that talent is permanent.","correct":false,"explanation":"Permanent talent is a fixed-mindset idea, not the growth response to mistakes. Growth mindset views errors as feedback about how learning or strategy can be improved."}]},{"id":"da3ba7cb-af83-4438-93f8-3bb9f89e32d8","cardType":"basic","points":2,"front":"How does a fixed mindset affect the choice of task?","back":"The pupil avoids hard tasks because failure might expose a lack of talent.","mcqOptions":[{"text":"The pupil avoids hard tasks because failure might expose a lack of talent.","correct":true,"explanation":"A fixed mindset makes ability seem like a stable trait, so difficult tasks carry the risk of exposing low talent. Avoiding them protects the pupil’s self-image."},{"text":"The pupil chooses hard tasks because failure proves talent can grow.","correct":false,"explanation":"Choosing difficult tasks because they support development is characteristic of a growth mindset. A fixed mindset may avoid them because failure seems to reveal limited talent."},{"text":"The pupil avoids easy tasks because success cannot improve ability.","correct":false,"explanation":"Fixed mindset pupils may avoid challenging tasks, not necessarily easy ones. The important concern is that difficult-task failure could expose supposedly limited talent."},{"text":"The pupil changes tasks frequently to maximise practice.","correct":false,"explanation":"Changing tasks to maximise practice suggests an improvement focus, which fits growth mindset thinking. Fixed mindset mainly predicts avoiding challenges that might expose low ability."}]},{"id":"962c2d53-c6da-44fc-8d1a-a4974a37030d","cardType":"basic","points":2,"front":"How does a growth mindset affect the choice of task?","back":"The pupil seeks challenging tasks because ability can stretch through them.","mcqOptions":[{"text":"The pupil seeks challenging tasks because ability can stretch through them.","correct":true,"explanation":"A growth mindset sees challenge as an opportunity to develop ability. Difficult tasks provide practice and feedback through which the pupil can improve."},{"text":"The pupil avoids challenging tasks because ability might be exposed.","correct":false,"explanation":"Avoiding challenging tasks because failure might reveal limited talent is the fixed-mindset response. Growth mindset encourages seeking challenge as a route to development."},{"text":"The pupil seeks easy tasks because success proves improvement.","correct":false,"explanation":"Choosing easy tasks to guarantee success is more consistent with protecting a fixed view of ability. Growth mindset values challenge because it enables learning and improvement."},{"text":"The pupil copies successful tasks because strategies cannot change.","correct":false,"explanation":"A growth mindset assumes strategies can be adjusted and improved. Copying successful tasks because strategies cannot change reflects an inflexible view, not the expected growth response."}]},{"id":"a79734b4-9671-4663-b39b-0e973e61b167","cardType":"basic","points":1,"front":"What type of praise tends to build a fixed mindset?","back":"Person praise, such as “you’re very smart”.","mcqOptions":[{"text":"Person praise, such as “you’re very smart”.","correct":true,"explanation":"Person praise labels the learner’s underlying ability or identity. This can encourage a fixed mindset by making future mistakes seem threatening to that valued label."},{"text":"Effort praise, such as “you worked very hard”.","correct":false,"explanation":"Effort praise tends to support a growth mindset because it highlights an adjustable behaviour. Person praise, such as calling someone smart, is more likely to build fixed thinking."},{"text":"Strategy praise, such as “you changed your method”.","correct":false,"explanation":"Praising strategy focuses on how the learner worked and can support development. Person praise instead emphasises a supposedly stable quality such as being smart."},{"text":"Progress praise, such as “you improved today”.","correct":false,"explanation":"Progress praise draws attention to change and improvement, which fits growth thinking. Person praise is the type associated with reinforcing a fixed mindset."}]},{"id":"747b9844-a071-415c-8289-cf7aea5406ac","cardType":"basic","points":1,"front":"What type of praise tends to build a growth mindset?","back":"Effort praise, such as “you worked very hard”.","mcqOptions":[{"text":"Effort praise, such as “you worked very hard”.","correct":true,"explanation":"Effort praise highlights something the pupil can control and repeat. This supports a growth mindset by linking improvement to continued work rather than to fixed talent."},{"text":"Person praise, such as “you’re very smart”.","correct":false,"explanation":"Person praise focuses on a supposedly stable trait and can build a fixed mindset. Effort praise instead encourages the belief that continued work can support improvement."},{"text":"Result praise, such as “you got the highest mark”.","correct":false,"explanation":"Result praise focuses on an outcome and may encourage comparison, but the growth-oriented type here is effort praise, which emphasises controllable work."},{"text":"Talent praise, such as “you were born gifted”.","correct":false,"explanation":"Talent praise emphasises inborn ability and can reinforce fixed thinking. Growth mindset praise focuses on effort, which the pupil can continue and develop."}]},{"id":"a6ed316a-ab9d-4449-a889-4eba02c2d60d","cardType":"basic","points":2,"front":"Why does effort praise encourage pupils to attempt difficult work?","back":"Effort is something they can continue to give more of.","mcqOptions":[{"text":"Effort is something they can continue to give more of.","correct":true,"explanation":"Effort is controllable and can be increased after difficulty. Praising it encourages pupils to believe that further work may help them improve, so challenging tasks remain worthwhile."},{"text":"Effort is something they can replace with natural talent.","correct":false,"explanation":"Replacing effort with natural talent conflicts with growth mindset principles. Effort praise is motivating because effort remains a controllable route to improvement."},{"text":"Effort is something they can stop once success appears.","correct":false,"explanation":"Stopping effort after early success does not explain why effort praise supports difficult work. Its value comes from encouraging pupils to continue investing work when challenges arise."},{"text":"Effort is something they can measure only through final marks.","correct":false,"explanation":"Effort cannot be judged only by final marks, because results may reflect many factors. Its motivational value comes from being a controllable behaviour pupils can increase."}]},{"id":"e1104812-6fe1-4bbc-8347-1865f858bdd6","cardType":"basic","points":1,"front":"What kind of goal does a growth mindset produce?","back":"A learning goal: aiming to improve at the task.","mcqOptions":[{"text":"A learning goal: aiming to improve at the task.","correct":true,"explanation":"A learning goal focuses on developing competence and improving performance. This matches growth mindset beliefs because ability is seen as something that can increase through learning."},{"text":"A performance goal: aiming to look able.","correct":false,"explanation":"A performance goal focuses on appearing competent to others and is associated with fixed mindset thinking. Growth mindset produces a learning goal centred on improvement."},{"text":"An avoidance goal: aiming not to be noticed.","correct":false,"explanation":"Avoiding notice is not the characteristic growth-mindset goal. Growth mindset encourages a learning goal, where the pupil aims to improve at the task."},{"text":"A status goal: aiming to rank above others.","correct":false,"explanation":"Ranking above others emphasises comparison rather than improvement. The growth-mindset goal is learning, which focuses on developing competence through the task."}]},{"id":"fa4db237-4cb9-479e-a353-3c8e4fad4081","cardType":"basic","points":1,"front":"What kind of goal does a fixed mindset produce?","back":"A performance goal: aiming to look able.","mcqOptions":[{"text":"A performance goal: aiming to look able.","correct":true,"explanation":"A performance goal prioritises demonstrating ability and appearing competent. This fits a fixed mindset, where ability is treated as a stable trait that must be protected."},{"text":"A learning goal: aiming to improve at the task.","correct":false,"explanation":"A learning goal is associated with growth mindset because it focuses on developing ability. 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The pupil uses feedback to adjust their approach and continues working toward improvement."},{"text":"The pupil shows a helpless response and gives up.","correct":false,"explanation":"Giving up after failure is the helpless response associated with fixed mindset thinking. Growth mindset pupils use feedback to adapt and persist after mistakes."},{"text":"The pupil blames the task and avoids feedback after a mistake.","correct":false,"explanation":"Avoiding feedback prevents learning from mistakes and is inconsistent with growth mindset. Growth-oriented pupils use feedback to identify changes and continue their effort."},{"text":"The pupil protects their image and chooses easier work after a mistake.","correct":false,"explanation":"Protecting one’s image by avoiding difficulty reflects fixed mindset concerns about appearing untalented. Growth mindset responds to mistakes with feedback use and persistence."}]},{"id":"ac867a91-ed15-43f8-aa49-12ed4af52aff","cardType":"basic","points":2,"front":"How does a fixed mindset affect a pupil's response to failure?","back":"The pupil shows a helpless response and gives up.","mcqOptions":[{"text":"The pupil shows a helpless response and gives up.","correct":true,"explanation":"A fixed mindset can make failure seem like proof of limited ability. The pupil therefore responds helplessly, abandoning the task rather than using the setback to improve."},{"text":"The pupil uses feedback and persists after a mistake.","correct":false,"explanation":"Using feedback and persisting is the growth-mindset response to failure. 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A fixed mindset more often produces a helpless response because failure threatens the pupil’s view of their talent."}]},{"id":"ffef872c-c61d-4579-a620-8ef07f1dab9f","cardType":"basic","points":2,"front":"Why can giving up reinforce a fixed mindset?","back":"Giving up makes poor results more likely, appearing to confirm limited ability.","mcqOptions":[{"text":"Giving up makes poor results more likely, appearing to confirm limited ability.","correct":true,"explanation":"Giving up reduces practice and persistence, making poor outcomes more likely. Those outcomes can then appear to confirm the fixed-mindset belief that the pupil has limited ability."},{"text":"Giving up makes strong results more likely, appearing to confirm exceptional ability.","correct":false,"explanation":"Giving up usually reduces learning opportunities, so it is unlikely to produce strong results. Poor results may instead seem to confirm the fixed belief of limited ability."},{"text":"Giving up makes feedback more useful, appearing to confirm changeable ability.","correct":false,"explanation":"Giving up prevents the pupil from using feedback and developing ability. It can lead to poor results that seem to confirm limited ability, rather than changeability."},{"text":"Giving up makes practice unnecessary, appearing to confirm unlimited ability.","correct":false,"explanation":"Giving up does not demonstrate unlimited ability and removes opportunities for practice. The resulting poor performance can instead appear to support the belief in limited ability."}]},{"id":"dcbc3505-a039-4f38-b94b-9b5c7115ed9b","cardType":"basic","points":3,"front":"What did Blackwell et al. (2007) find in Study 1?","back":"

Growth-mindset students had stronger learning goals.
They held more positive beliefs about effort.
They improved more in maths over time.

","mcqOptions":[{"text":"

Growth-mindset students had stronger learning goals.
They held more positive beliefs about effort.
They improved more in maths over time.

","correct":true,"explanation":"The study found that students with growth mindsets set stronger learning goals, viewed effort more positively and showed greater improvement in maths across the study period."},{"text":"

Fixed-mindset students had stronger learning goals.
They held more positive beliefs about effort.
They improved more in maths over time.

","correct":false,"explanation":"The first bullet reverses the group difference: growth-mindset students, not fixed-mindset students, had stronger learning goals. The other findings concerned positive effort beliefs and greater maths improvement."},{"text":"

Growth-mindset students had stronger performance goals.
They held more positive beliefs about effort.
They improved more in maths over time.

","correct":false,"explanation":"The study linked growth mindsets with stronger learning goals, which focus on improvement, not performance goals, which focus on appearing able or avoiding looking unsuccessful."},{"text":"

Growth-mindset students had stronger learning goals.
They held more negative beliefs about effort.
They improved more in maths over time.

","correct":false,"explanation":"Growth-mindset students were more positive about effort because they saw ability as developable. 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The key limitation is that its correlational design leaves the direction of the relationship unclear."},{"text":"It followed students over time with random assignment, so the direction of the relationship is unclear.","correct":false,"explanation":"Random assignment would strengthen causal conclusions, but Study 1 did not intervene or randomly assign students. Its observational design means the direction of the relationship remains unclear."},{"text":"It followed students over time without intervention, so the strength of the relationship is unclear.","correct":false,"explanation":"The issue is not mainly whether the association was strong. Without intervention, Study 1 cannot establish which variable caused the other, so its direction is unclear."}]},{"id":"6b4dd433-e37e-4df0-8ddd-948eed1c8cc1","cardType":"basic","points":2,"front":"What did Blackwell et al. find in Study 2?","back":"Teaching pupils that intelligence can change produced more motivation and higher maths scores.","mcqOptions":[{"text":"Teaching pupils that intelligence can change produced more motivation and higher maths scores.","correct":true,"explanation":"Study 2 used teaching to encourage a growth mindset by presenting intelligence as changeable. Pupils subsequently showed more motivation and achieved higher maths scores."},{"text":"Teaching pupils that intelligence is fixed produced more motivation and higher maths scores.","correct":false,"explanation":"The intervention promoted the idea that intelligence can change, not that it is fixed. Fixed-mindset teaching is associated with avoiding challenge rather than producing these improvements."},{"text":"Teaching pupils that intelligence can change produced less motivation and lower maths scores.","correct":false,"explanation":"This reverses Study 2’s results. Teaching a growth mindset was associated with increased motivation and higher maths scores, rather than discouragement and poorer achievement."},{"text":"Teaching pupils that intelligence can change produced more motivation but lower maths scores.","correct":false,"explanation":"Study 2 reported improvement in both outcomes. The intervention produced more motivation and higher maths scores, so the lower-score claim is the incorrect part."}]},{"id":"d55f3749-e49d-4fdc-a2b7-1b67cccda864","cardType":"basic","points":2,"front":"How can schools apply Dweck's theory?","back":"They can change teacher praise and how pupils are taught to interpret failure.","mcqOptions":[{"text":"They can change teacher praise and how pupils are taught to interpret failure.","correct":true,"explanation":"Schools can encourage growth mindsets by praising effort, strategies and progress rather than fixed ability, while presenting failure as useful feedback for future improvement."},{"text":"They can change teacher punishment and how pupils are taught to interpret failure.","correct":false,"explanation":"Dweck’s theory emphasises the effect of praise and feedback, not punishment. Schools should alter teacher praise and frame failure as information that can guide improvement."},{"text":"They can change teacher praise and teach pupils to avoid failure at all costs.","correct":false,"explanation":"Avoiding failure encourages performance concerns and a fixed mindset. Applying the theory means helping pupils interpret failure as part of learning and development."},{"text":"They can change pupil intelligence and how pupils are taught to interpret failure.","correct":false,"explanation":"The practical application changes classroom feedback and pupils’ interpretation of failure, rather than directly changing intelligence. A growth mindset treats ability as capable of development."}]},{"id":"53dd0ad9-344e-4b72-893f-2dfa84bf745b","cardType":"basic","points":2,"front":"Why is Dweck's theory criticised for underestimating nature?","back":"Innate ability also contributes to achievement, but Dweck gives it little weight.","mcqOptions":[{"text":"Innate ability also contributes to achievement, but Dweck gives it little weight.","correct":true,"explanation":"The criticism is that Dweck focuses heavily on beliefs and effort while giving insufficient attention to inherited or innate abilities that can also influence achievement."},{"text":"Teacher praise also contributes to achievement, but Dweck gives it little weight.","correct":false,"explanation":"Teacher praise is already central to Dweck’s applications, so it is not the neglected factor in this criticism. The concern is that innate ability may also affect achievement."},{"text":"Peer pressure also contributes to achievement, but Dweck gives it little weight.","correct":false,"explanation":"Peer influences may matter, but this is not the specific nature-based criticism. The theory is criticised for underestimating innate ability as a contribution to achievement."},{"text":"Learning goals also contribute to achievement, but Dweck gives them little weight.","correct":false,"explanation":"Learning goals are an important part of Dweck’s theory, especially for growth-mindset students. The criticism instead concerns the limited weight given to innate ability."}]},{"id":"cd906c37-5a90-46dd-af6d-7ed176a2b594","cardType":"cloze","points":null,"front":"Treating ability as [ ] makes hard work risky because failure may appear to prove a limit.","back":"Treating ability as fixed makes hard work risky because failure may appear to prove a limit.","mcqOptions":[{"text":"fixed","correct":true,"explanation":"A fixed mindset treats ability as an unchangeable limit. As a result, difficult work and failure can seem to reveal low ability rather than provide opportunities for improvement."},{"text":"developable","correct":false,"explanation":"Developable ability describes a growth mindset, where effort and effective strategies can improve performance. It does not make failure appear to prove a permanent personal limit."},{"text":"temporary","correct":false,"explanation":"A temporary view suggests ability changes only briefly, which is not the fixed-versus-growth distinction. The sentence requires fixed, meaning ability is viewed as unchangeable."},{"text":"measurable","correct":false,"explanation":"Measurable describes something that can be assessed, not a belief that ability cannot change. The risk described comes specifically from treating ability as fixed."}]},{"id":"ecba4a04-67a3-48a7-8629-54bc6f9e052a","cardType":"cloze","points":null,"front":"A growth mindset produces [ ], where the aim is to improve at a task.","back":"A growth mindset produces learning goals, where the aim is to improve at a task.","mcqOptions":[{"text":"learning goals","correct":true,"explanation":"Learning goals focus on developing competence and improving at a task. They are associated with a growth mindset because challenge and effort are treated as routes to progress."},{"text":"performance goals","correct":false,"explanation":"Performance goals aim to demonstrate ability or look competent, which is characteristic of a fixed mindset. A growth mindset instead produces learning goals focused on improvement."},{"text":"avoidance goals","correct":false,"explanation":"Avoidance goals focus on preventing failure or avoiding looking incapable. They are not the named goal type produced by a growth mindset in this context."},{"text":"ability goals","correct":false,"explanation":"Ability goals are not the relevant established category here. The growth-mindset goal is a learning goal, because its purpose is to improve competence through learning."}]},{"id":"a6b50409-e716-4c2f-bca1-78767999e672","cardType":"cloze","points":null,"front":"A fixed mindset produces [ ], where the aim is to look able.","back":"A fixed mindset produces performance goals, where the aim is to look able.","mcqOptions":[{"text":"performance goals","correct":true,"explanation":"Performance goals aim to show ability and look competent to others. They fit a fixed mindset because success is judged by appearing able rather than by developing skill."},{"text":"learning goals","correct":false,"explanation":"Learning goals focus on improving competence and are associated with a growth mindset. A fixed mindset more typically produces performance goals centred on demonstrating ability."},{"text":"mastery goals","correct":false,"explanation":"Mastery goals are generally another way of describing improvement-focused goals, so they do not match the fixed-mindset pattern here. The required term is performance goals."},{"text":"development goals","correct":false,"explanation":"Development goals would emphasise building skill, which is inconsistent with the fixed-mindset aim of looking able. The correct goal type is performance goals."}]},{"id":"97bb25db-dc0d-43a0-b3eb-391b97c8ec78","cardType":"cloze","points":null,"front":"Blackwell et al.'s Study 2 tested what happens when a mindset is [ ].","back":"Blackwell et al.'s Study 2 tested what happens when a mindset is taught.","mcqOptions":[{"text":"taught","correct":true,"explanation":"Study 2 tested an intervention in which pupils were taught that intelligence can change. This allowed researchers to examine the effects of deliberately promoting a growth mindset."},{"text":"measured","correct":false,"explanation":"Measuring a mindset only assesses pupils’ existing beliefs; it does not test what happens after those beliefs are changed. Study 2 tested a mindset being taught."},{"text":"inherited","correct":false,"explanation":"Inherited describes a possible origin of a characteristic, not the intervention used in Study 2. The study examined what happened when a growth mindset was taught."},{"text":"ignored","correct":false,"explanation":"The study did not ignore mindset. It deliberately taught pupils that intelligence could change, then examined motivation and maths performance."}]},{"id":"3151e410-3ade-4e31-9ba5-155d4b39aabc","cardType":"cloze","points":null,"front":"A person can hold a growth mindset in art but a [ ] in maths.","back":"A person can hold a growth mindset in art but a fixed mindset in maths.","mcqOptions":[{"text":"fixed mindset","correct":true,"explanation":"Dweck’s theory allows mindsets to vary by subject. Someone may see artistic ability as developable while viewing mathematical ability as fixed and unchangeable."},{"text":"growth mindset","correct":false,"explanation":"A growth mindset in maths would mean believing mathematical ability can develop. The sentence requires the contrasting fixed mindset to describe a subject-specific difference."},{"text":"performance goal","correct":false,"explanation":"A performance goal is an aim to appear able, not a type of mindset. The blank requires a belief about whether ability is fixed or developable."},{"text":"learning goal","correct":false,"explanation":"A learning goal describes the aim of improving at a task, rather than the underlying belief about ability. The contrasting mindset term is fixed mindset."}]}]}],"examCountdown":{"examDate":"2027-05-10","paperLabel":"Paper 1"},"heading":"2.2.6 Dweck's fixed and growth mindsets","title":"2.2.6 Dweck's fixed and growth mindsets Flashcards","topbar":{"backHref":"/gcse/psychology/ocr/flashcards"},"topicSidebar":"$L90"}]}],"topicId":"fa2be66d-c78a-49d0-bb20-cb1e998c8540","walled":"$L91"}],"$L92","$L93"]