Much innovation happens when people combine knowledge from different disciplines. But some people are more likely to reach outside of their areas of interest and expertise than others. Researchers investigated why by studying people’s “mindsets” about interest and their impact. They found people vary — some people lean more toward the view that interests are inherent in a person, simply waiting to be awakened or found (a fixed mindset of interest). Others lean more toward the view that interests can be developed and that, with commitment and investment, they can grow over time (a growth mindset of interest). They reasoned that these mindsets might affect how open people are to new or different interests, whether they be in arts, science, business, athletics, or other areas. In studies, they found that students with a stronger growth mindset reported being more open to areas outside of their interests than those with a stronger fixed mindset. Their research also suggests that a growth mindset may promote resilience in maintaining interest when a subject becomes challenging and that a growth mindset may be cultivated.
What Can Be Learned from Growth Mindset Controversies?
The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including pre-registered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in growth mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where growth mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of mindset research can build on these advances, for example, to begin to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich meta-scientific perspectives on replication and generalization.
People Who Have “Too Many Interests” Are More Likely To Be Successful According To Research
Author’s Note: This article was written over 60 hours with love and care using the blockbuster mental model. If you like my writing style…
Impact, agency, and taste
understand + work backwards from the root goal • don’t rely too much on permission or encouragement • make success inevitable • find your angle • think real hard • reflect on your thinking
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Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: trigg...
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The Imperfectionist: Interest is everything
Interest is everything Each time I sit down to choose a topic for this newsletter, there’s a moment when my self-important inner judge – who loves to involve himself in such mat...
The Imperfectionist: Interest is everything
Interest is everything Each time I sit down to choose a topic for this newsletter, there’s a moment when my self-important inner judge – who loves to involve himself in such mat...
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Eliciting Advice Instead of Feedback Improves Developmental Input
Most organizations encourage employees to provide feedback to one another to support learning, personal growth, and career advancement. However, employee feedback often fails to improve performance because it lacks concrete, specific guidance. We provide a temporal explanation for why workplace input processes routinely fail to produce valuable and concrete developmental insights: they are insufficiently focused on the future. In this paper, we theorize and demonstrate that encouraging input providers to think about the future leads them to produce more concrete developmental input. Across a large scale, preregistered field experiment (n = 27,432 comments) and two laboratory studies (n = 806), people provide more concrete and actionable developmental input when they are prompted to provide future-looking “advice” rather than “feedback,” a common method of soliciting input in organizations. The effect of soliciting advice on input concreteness was mediated by providers’ future focus. Moreover, in a follow-up study, such concrete input was assessed by independent raters as more useful. These findings highlight the role of temporal orientation in driving the content of developmental input. In doing so, our data suggest that individuals and organizations have the potential to promote higher-quality developmental input by attending to the temporal orientation that their input systems encourage. This paper was accepted by Isabel Fernandez-Mateo, organizations. Funding: Funding for the laboratory experiments was provided by Harvard Business School. Supplemental Material: The supplementary appendix and data files are available at https://doi.org/10.1287/mnsc.2022.03207 .
