Why You Might Not Want to Be ‘The Smart Kid’

The video discusses the perception of intelligence in classrooms and how it can lead to issues if abilities are seen as fixed. Carol Dweck's research on entity and incremental orientations is highlighted, showing how praise influences mindset development. Studies on children's preferences and the impact of mindset on academic performance are analyzed. The video concludes with advice on handling intelligence perceptions, emphasizing that mindset is not the sole determinant of success.

What potential issue arises from thinking of yourself or others as inherently 'smart'?

• It may lead to a fixed mindset.

• It encourages healthy competition.

• It guarantees academic success.

• It fosters better social relationships.

According to Carol Dweck, what is the belief associated with an entity orientation?

• Abilities are innate and unchangeable.

• Abilities can be improved with effort.

• Success is determined by external factors.

• Learning is a lifelong process.

What type of praise is likely to lead to an incremental orientation?

• Praise for effort and hard work.

• Praise for being naturally talented.

• Praise for achieving high grades.

• Praise for being the best in class.

What did the 2007 study of New York Public school students reveal about fixed mindsets?

• They lead to improved academic performance.

• They have no impact on academic performance.

• They are associated with declining math grades.

• They result in better social skills.

What does recent research suggest about the relationship between mindset and academic outcomes?

• Mindset is irrelevant to academic performance.

• Mindset has a weak relationship with academic outcomes.

• Mindset has a strong and direct impact on grades.

• Mindset is the most important factor in academic success.