   12440 Campo Road, Spring Valley, CA 91978 • Tel: (619) 660-3500
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Research Notes: Changing the Belief Systems of Students
Research Notes: Changing the Belief Systems of Studentsby Dr. Craig D. Rocha {Note: This article originally appeared in the August/September, 2002, edition of Paw Prints. It is believed that this message is still important for Steele Canyon community members today.} In the early 1970s, Carol Dweck, a professor of psychology at Columbia University, did a series of studies to investigate why some young people feel helpless in school and hence give up on school work. Her studies have a powerful message for us even 30 years later! Dr. Dweck found that students who believed school achievement depended mostly on unchangeable factors, such as inborn ability, were less committed to their schoolwork than those students who believed that academic success depended on their own hard work and consistent effort. Dweck's research also showed that if a child views natural ability as more important than hard work, it is not impossible to change that perception. For example, in one of her studies, students read literature with themes about characters who triumphed over great obstacles because of persistence and tenacity. These same students subsequently chose more challenging projects to complete than did other students in a class in which the stories studied were focused on characters with great "inborn" insights and talents. The message is clear for parents, teachers, and students: Persistence and effort are the keys to academic achievement––not necessarily natural abilities of "gifts" which come from birth. But in any school across this nation, many students continue to believe––mistakenly––that natural, "born" ability determines academic success. Parents and teachers can help develop a character of persistence in young people by asking for probative reflections about how an individual child completed an academic task. For example, asking incisive questions about the thinking process and/or problem-solving strategies which led to the student’s success (e.g., "Explain the process you used to solve this problem," or "Describe what you have learned in completing this project") are far more valuable than merely the following comments: "You did a great job on that assignment," or "You're so smart!" This kind of critical evaluation of the learning process is exactly what today’s California content standards call for in each of the various subject-area disciplines. Interestingly, Dweck's seminal research clearly shows that praise for self-esteem alone is shallow. This finding is supported by the work of educational researcher Dr. Alfie Kohn, who recommends making comments that support the child's effort in learning for its own sake. Instead of only dishing out self-esteem praises about the young person as a person, the teacher and parent can express their excitement about––for example––the written product created by the young person, the science research being planned, or the historical perspective paper being written. Kohn recommends, "Describe rather than evaluate" while conversing with the young person about both the academic content as well as the learning process involved in a particular project. This is the best way to transmit a self-esteem message to the child! Dr. Martin Seligman of the University of Pennsylvania advises parents and teachers to help students argue against their own pessimistic thoughts. This means encouraging children to believe that almost any setback or failure can be temporary. (“The ‘F’ on that math test is not permanent; and with more study and just plain hard work, a plan of action can be launched to correct the setback.”) Similarly, educators and parents must encourage children to think that academic successes are causal. (“The ‘B’ on that last math test was not the result of luck, but rather resulted from the hard work and effort which you committed!) While completing a graduate internship a decade ago, I spent extended time at the University of Pittsburgh studying with cognitive scientist Dr. Lauren Resnick, Director of Pitt’s Learning Research and Development Center. Resnick's research confirms the following fact: When standards are high and students make consistent effort in school, this combination will result in an increase in intelligence and ability! This is the philosophy undergirding our work at Steele Canyon High School. Learning research spanning through the 1970s, 80s, 90s, and into this new millennium supports a common theme for students of all ages: Continuous and persistent effort, over time, will increase an individual’s intelligence and ability. Steele Canyon High School,“ a new school for a new century,” recognizes this finding and will continue to work with students who may not understand that increased effort actually enhances intelligence over time. Addendum: Now, in updating this article for 2008, I would like to add the following graph, which shows the relationship of effort to success. Steele Canyon instructors know that when a student produces effort, and then experiences some achievement, success, and recognition, that same young person will often re-new his/her effort, which research demonstrates is the major ingredient for student success. I ask that all of us––staff members, parents, and students––bear this principle in mind during the current school year––especially as studies get tough!  |
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