Developing a Growth Mindset
Developing a Growth Mindset to Support Significant Postsecondary Learning
As a CCMR Coordinator, I spend a lot of time with students who are standing at the edge of major life decisions such as choosing colleges, career paths, or military options. Many of them carry quiet but heavy beliefs about their own limitations. They will say things like “I’m not college material” or “I’m just not good at this.” I have always used growth mindset to help students challenge these beliefs, but the meta-analysis from Case Western Reserve University showing that mindset interventions alone have little measurable impact (Sisk et al., 2018) really made me rethink my approach. I realized that mindset cannot be something we talk about in isolation. It has to live inside a meaningful learning environment where students feel supported, challenged, and connected to work that matters (Fink, 2003).
Knowing that standalone mindset lessons don’t move the needle, I shifted away from one-time activities or inspirational quotes. Instead, I began weaving mindset practices into the real, often messy work students complete during CCMR planning. For example, when a student sits down to complete the FAFSA and immediately feels overwhelmed, I don’t just step in to fix things. I slow the moment down and help them pay attention to what they figured out, the steps they took, and the parts they handled on their own. Dweck (2016) reminds us that mindset messages only matter when they are tied to real strategies, effort, and reflection. When mindset is grounded in the everyday challenges students face—like TSI testing, scholarship essays, or pathway planning—it becomes something they experience rather than something they simply hear about.
In order to help students internalize a growth mindset, I intentionally build reflection into our career exploration sessions and mentoring activities. Students respond to prompts such as, “What did you figure out today that you didn’t know before?” or “How did you adjust when something got hard?” When students can see their growth unfold over time, they begin developing a stronger sense of agency. This is especially powerful for first-generation students who often doubt whether postsecondary success is even meant for them.
Research makes it clear that mindset only works in the right environment—one that includes meaningful challenge, strong relationships, and high-quality instruction (Yeager & Dweck, 2020). These components are built into my Digital Career Exploration & Mentorship Program:
- Mentors offer the relational safety students need to take academic risks.
- VR simulations and pathway tasks introduce authentic challenges that encourage persistence.
- Reflection tools and dashboards help students see their own progress and develop metacognitive habits.
These elements work together to create a space where mindset becomes real and usable.
I make an effort to model the word yet whenever students say things like “I’m bad with technology” or “I don’t think I can do this.” I’ll say, “You’re not comfortable yet, but look at what improved today.” I’m also transparent about my own learning, whether it is navigating new CCMR policies or figuring out a new digital tool. When students see the adults around them learning out loud, they feel more comfortable doing the same.
This shift also changes the way students view feedback. Instead of taking it as criticism, they begin to see it as information they can use. This mindset reduces the pressure to be perfect and even helps lower instances of cheating. When the goal becomes improvement rather than performance, students feel safer revisiting résumés, essay drafts, or career pathway plans.
Pairing growth mindset with meaningful work helps students loosen their grip on grades as the only measure of success. When they engage in career exploration, meet with mentors, participate in VR activities, or build actual postsecondary plans, they begin valuing progress and purpose over GPA.
Grit also plays a role here. Duckworth (2016) describes grit as the persistence needed to stay committed to long-term goals. I see grit every time a student retakes a TSI test after failing, applies for multiple scholarships even after rejections, or practices interview skills despite feeling embarrassed. Still, grit must never be used to justify unreasonable demands or ignore real barriers students face.
To keep growth mindset authentic and not just another educational buzzword, it has to be tied to real learning. That means:
- grounding it in authentic tasks
- supporting it with reflection
- building trusting relationships
- creating opportunities for productive struggle
In my innovation plan, these elements work together through mentorship, digital learning tools, and structured exploration activities so that students experience genuine growth rather than surface-level positivity.
Growth mindset is a starting point, but not the end goal. What students truly need is a Learner’s Mindset—a belief that learning is continual, self-driven, and personally meaningful. My innovation plan encourages this by giving students room to explore, reflect, and make choices, helping them view postsecondary planning not as a checklist but as a personal journey.
This emphasis on meaningful learning environments shaped the heart of the Digital Career Exploration & Mentorship Program. Rather than simply offering students information about careers, the program focuses on identity, agency, and relevance. Using Fink’s (2003) framework, I designed experiences that connect deeply to students’ goals and sense of self. Growth mindset practices help students push through challenges that come with trying new technologies, planning for life after high school, and working with mentors. Together, these pieces create an environment that supports real transformation, helping students graduate not just prepared, but confident in their ability to continue growing.
References
Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner.
Dweck, C. S. (2016). Mindset: The new psychology of success (Updated ed.). Ballantine Books.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-set interventions effective? Psychological Science, 29(4), 549–571. https://doi.org/10.1177/0956797617739704
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794