A Personal Reflection on Dealing with High School Experiences that Indicate a Growth Mindset and Brainology

Exclusively available on PapersOwl
Updated: Aug 15, 2023
Cite this
Date added
Pages:  3
Order Original Essay

How it works

A growth mindset can determine how you will achieve in life. My experiences in high school, managing my mathematics course and university applications, indicate that I have a growth mindset.

In her article Brainology, published in 2008 in the Independent School Publication, Carol S. Dweck explains what a fixed mindset and a growth mindset are and how they influence students. A fixed mindset leads individuals to focus on their weaknesses and give up easily. On the other hand, a growth mindset helps overcome negative obstacles through persistence.

Need a custom essay on the same topic?
Give us your paper requirements, choose a writer and we’ll deliver the highest-quality essay!
Order now

Dweck elaborates in paragraph eight how these mindsets influence students in a learning environment. She states, “Those with a growth mindset were more interested in learning than in just looking smart in school” (Pg.2).

Dweck found that students with a fixed mindset care a lot about how they appear, often rejecting learning opportunities (Pg.2). She cites another example about effort. In paragraph ten, Dweck states, “Those with fixed mindsets were more likely to say that they would feel stupid, study less the next time, and seriously consider cheating” (Pg.2). Whilst reading this, I realized my mindset was not fixed. Though, when she said, “Those with growth mindsets, after a problem in school, would simply study more or study differently the next time” (Pg.2), it confirmed that my mindset was, in fact, growth oriented.

Throughout high school and middle school, I always struggled with math, especially after advancing to high school. Overcoming the challenge was difficult even with additional support like tutors and dedicated studying. During my junior year in high school, I failed Algebra 2 both semesters. In order to graduate on time, I took the first semester online to make up the credit and used the senior year to retake the second semester of Algebra. Upon consulting my counselor, I was told I would not be able to graduate on time unless I retook Algebra 1 and Algebra 2. Knowing I had numerous math classes to catch up on, my mother and I set a goal for myself.

Over the summer, I participated in summer college at Diego Hills Charter to maintain my mathematics credit. This was in order to graduate promptly and have a stress-free senior year. My determination to achieve my goal began to waver when the principal told my mother and me, “It’s not likely you’ll be able to finish both sessions of math.” When he said those words, I pondered, “How am I going to do this?” My mother spoke with me and helped me understand that if I have an objective to accomplish, I needed to strive for it. That realization clarified my mission for the summer. I successfully completed both math classes on time and graduated with my senior class. I was even given the option to graduate early. Achieving this goal in spite of doubts from others made me believe that I can accomplish anything I set my mind to.

My second personal experience pertains to challenges I encountered with college acceptance. Grossmont College was not where I envisioned myself being after high school. My expectations for university life were quite different. Unfortunately, the university I was accepted to, Clark Atlanta, didn’t work out the way it was supposed to. Although Clark Atlanta wasn’t my initial choice, my perspective changed after attending a college exposition. As it was late when I applied for scholarships, I didn’t receive enough funds to attend Clark. Hence, I had to accept the reality of attending Grossmont College, taking the longer route and enrolling in non-transferable courses. I have the support of my family to motivate me through this journey and friends to help me, so the only detriment is the possibility of giving up on myself. Quitting would mean forsaking the dreams I’ve been working toward. Now, the mantra that keeps running through my mind is, “It doesn’t matter how I get there, as long as I arrive and achieve my goal.” Repeating this to myself every morning makes it easier to face each week at Grossmont with a positive attitude and a commitment to completing my assignments.

Knowing I possess a growth mindset reassures me it will serve well in the future. Life won’t always be an uphill climb, but when it is, I’m prepared not to quit. I’ll focus and remember why I started this journey in the first place. I’ll put all my effort into my dreams, education, and future. It’s not an easy task and it certainly doesn’t come naturally, but I refuse to give up. There’s a common adage I live by: “You don’t have to be great to start, but you have to start to be great.” This quote reminds me that you don’t need to have everything figured out to begin, but with motivation and determination, you can be successful.

To conclude, my greatest worry is seeing to it that I don’t give up on myself or my dreams. However, after reading this article, I can now comprehend my state of mind. I realize there is no substitute for hard work. A growth mindset will continue to assist me in my journey, as it has taught me a great deal about myself and what I am truly capable of when I apply myself. The end result of this academic effort will be worth it for my future self, to understand the limits I can reach when I don’t surrender.

The deadline is too short to read someone else's essay
Hire a verified expert to write you a 100% Plagiarism-Free paper

Cite this page

A Personal Reflection on Dealing with High School Experiences That Indicate a Growth Mindset and Brainology. (2022, Dec 16). Retrieved from https://papersowl.com/examples/a-personal-reflection-on-dealing-with-high-school-experiences-that-indicate-a-growth-mindset-and-brainology/