กรอบความคิดเติบโต: แนวทางใหม่แห่งการพัฒนาศักยภาพมนุษย์
Main Article Content
Abstract
กรอบความคิดเติบโต เป็นความเชื่อของมนุษย์ที่มีต่อลักษณะและ คุณลักษณะของตนเองว่า สามารถ
เปลี่ยนแปลงและพัฒนาได้ การศึกษากรอบความคิดในช่วงทศวรรษที่ผ่านมาแสดงให้เห็นว่า กรอบความคิดเติบโต
มีความส าคัญและจ าเป็นต่อการพัฒนาศักยภาพของมนุษย์ การมีกรอบความคิดแตกต่างกันจะส่งผลให้มีคุณลักษณะ
แตกต่างกันหลายประการ ไม่ว่าจะเป็นความพยายาม ทัศนะที่มีต่อความล้มเหลว รวมถึงความสามารถในการปรับตัว
ในบทความนี้ ผู้เขียนได้ทบทวนบทความวิจัยต่าง ๆ ที่เกี่ยวข้องกับกรอบความคิดเติบโต โดยได้น าเสนอความหมาย
ความส าคัญ การประเมิน รวมถึงวิธีการเปลี่ยนแปลงกรอบความคิด ซึ่งนักวิจัยจ านวนมากก าลังให้ความสนใจ โดย
ผลการวิจัยปรากฏว่า การให้ข้อมูลเกี่ยวกับการท างานของสมองและการพัฒนาได้ของสมอง รวมถึงการให้ค าชมเชย
ในความพยายามเป็นแนวทางที่เป็นประโยชน์ในการเปลี่ยนแปลงกรอบความคิดจ ากัดให้เป็นกรอบความคิดเติบโต
Growth mindset: New approach of human potential development
A growth mindset is a belief that characteristics and traits are malleable and can be
improved. The studies related to mindset during the past decades indicated that a growth mindset
was important and essential to a human potential development. Studies of the difference between
persons with a growth mindset and a fixed mindset indicated that their characteristics such as
effort, view of failure, and adjustment were different. In this paper, authors reviewed research
articles concerning the definition, the importance, and the assessment of the growth mindset and
the way to change the fixed mindset to the growth mindset. Various research studies indicated
that giving information about brain function and brain plasticity and praise in effort were
effective to change the mindset.
Article Details
References
Blackwell, L. A., Trzesniewski, K. H., & Dweck, C. S. (2007). Theories of intelligence and
achievement across the junior high school transition: A longitudinal study and an
intervention. Child Development. 78(1), 246–263.
Burnette, J. L. (2010). Implicit theories of body weight: Entity beliefs can weigh you down.
Personality and Social Psychology Bulletin, 36(3), 410–422.
Chan, D. W. (2012). Life satisfaction, happiness, and the growth mindset of healthy and unhealthy
perfectionists among Hong Kong Chinese gifted students. Roeper Review, 34(4), 224–233.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Dweck, C. S. (2012). Mindset: How you can fulfill your potential. Constable & Robinson Limited.
Dweck, C. S. (2015). Test your mindset. Retrieved November, 3, 2015, from
http://www.mindsetonline.com/testyourmindset/step1.php
Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and
reactions: A world from two perspectives. Psychological Inquiry, 6(4), 267-285.
Esparza, J., Shumow, L., & Schmidt, J. A. (2014). Growth mindset of gifted seventh grade students
in science. NCSSSMST Journal, 19(1), 6-12.
Gunderson, E. A., Gripshover, S. J., Romero, C., & Dweck, C. S. (2013). Parent Praise to 1- to 3-YearOlds Predicts Children’s Motivational frameworks 5 Years Later. Child Development,
(5), 1526–1541.
Hadipoor, M., Jomehri, F., & Ahadi, H. (2015). The effect of training program based on theory of
mindset about intelligence on learning behaviors of preschoolers (4-6 Years): A threestage experiment. International Journal of Review in Life Sciences, 5(8), 1047-1055.
Haimovitz, K., Wormington, S. V., & Corpus, J. H. ( 2 011). Dangerous mindsets: How beliefs about
intelligence predict motivational change. Learning and Individual Differences, 21(6),
4 7–752.
Hughes, J. S. (2015). Support for the domain specificity of implicit beliefs about persons,
intelligence, and morality. Personality and Individual Differences, 86, 195–203.
http://dx.doi.org/10.1016/j.paid.2015.05.042
King, R. B. (2012). How you think about your intelligence influences how adjusted you are: Implicit
theories and adjustment outcomes. Personality and Individual Differences, 53(5), 705–709.
Lee, Y. H., Heeter, C., Magerko, B., & Medler, B. (2012). Gaming mindsets: Implicit theories in
serious game learning. Cyberpsychology, Behavior, and Social Networking, 15(4), 190–194.
Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about
intelligence influence learning success?. Social Cognitive and Affective Neuroscience,
(2), 75-86.
Miele, D. B., Son, L. K., & Metcalfe, J. (2013). Children’s naive theories of intelligence influence
their metacognitive judgments. Child Development, 84(6), 1879–1886.
Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. H. (2011). Mind your errors:
Evidence for a neural mechanism linking growth mind-set to adaptive posterror
adjustments. Psychological Science, 22(12), 1484–1489.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation
and performance. Journal of Personality and Social Psychology, 75(1), 33–52.
Mukhopadhyay, A., & Yeung, C. W. M. (2010). Building character: Effects of lay theories of selfcontrol on the selection of products for children. Journal of Marketing Research, 47(3),
–250.
Murphy, M. C., & Dweck, C. S. (2015). Mindsets shape consumer behavior, Journal of Consumer
Psychology, http://dx.doi.org/10.1016/j.jcps.2015.06.005
O'Rourke, E., Haimovitz, K., Ballweber, C., Dweck, C. S., & Popović, Z. (2014). Brain points: A growth
mindset incentive structure boosts persistence in an educational game. Proceedings of
the SIGCHI Conference on Human Factors in Computing Systems.
http://dx.doi.org/10.1145/2556288.2557157
Park, J. K., & John, D. R. (2012). Capitalizing on brand personalities in advertising: The influence of
implicit self-theories on ad appeal effectiveness. Journal of Consumer Psychology, 22,
–432.
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, 7 8 4–793. doi:10.1177/0 95 6797 6155 7101 7
Schroder, H. S., Dawood, S., Yalch, M. M., Donnellan, M. B., & Moser, J. S. (2014). The role of
implicit theories in mental health symptoms, emotion regulation, and hypothetical
treatment choices in college students. Cognitive Therapy and Research, 39(2), 120-139.
Schroder, H. S., Moran, T. P., Donnellan, M. B., & Moser, J. S. (2014). Mindset induction effects on
cognitive control: A neurobehavioral investigation. Biological Psychology, 103, 2 7–37.
doi:10.1016/j.biopsycho.2014.08.004
Storek, J., & Furnham, A. (2013). Gender, ‘g’, and fixed versus growth intelligence mindsets as
predictors of self-estimated Domain Masculine Intelligence (DMIQ). Learning and
Individual Differences, 25, 93–98. doi: 10.1016/j.lindif.2013.03.007
Valentiner, D. P., Jencius, S., Jarek, E., Gier-Lonsway, S. L., & McGrath, P. B. (2013). Pre-treatment
shyness mindset predicts less reduction of social anxiety during exposure therapy.
Journal of Anxiety Disorders, 27(3), 267–271.
Yan, V. X., Thai, K. P., & Bjork, R. A. (2014). Habits and beliefs that guide self-regulated learning: Do
they vary with mindset?. Journal of Applied Research in Memory and Cognition, 3(3),
-152.
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.
Yearger, D. S., Trzesniewski, K. H., & Dweck, C. S. (2013). An implicit theories of personality
intervention reduces adolescent aggression in response to victimization and exclusion.
Child Development, 84(3), 970-988.