Once your mindset changes, everything on the outside will change along with it. – Steve Maraboli

Mindsets

One of the main purposes of college is to develop our minds and become more complex, flexible thinkers. Our brains can be shaped, developed, and changed throughout our entire lifespans. The extent to which we can develop our minds depends on our beliefs about how our minds work. We all set our minds to believe certain things, and our beliefs help or hinder us as we move through life. Our beliefs and our ways of thinking develop into habits of mind. Numerous psychologists have researched this topic. One of the best-known researchers in this area is Dr. Carol Dweck, who has studied these habits of mind extensively, and explored the effects of fixed and growth mindsets on individuals’ learning.

When people have a fixed mindset, they generally believe they are born with a certain amount of talent and intelligence that can’t be changed or can only take them so far in life. Students with a fixed mindset might say, “I just can’t do it!” or “I’m not good at math”; “I guess college isn’t for me!” or “I’m not smart enough” because they compare themselves to others or feel that effort is futile. These students tend to focus only on results, so a low score on a test may indicate to them what they already believed: they’re not smart enough to succeed.

When you have a growth mindset, you tend to think that your intelligence can change through experience and effort, and that you can do anything you set your mind to doing. Students with a growth mindset might say, “I made a mistake, but I can learn from that and do better next time,” or “If I give myself more time and utilize resources, I can write a better essay next time.” This is because they believe that putting in effort and practice will lead to positive results and increased competence. Students with a growth mindset tend to focus on the processes of learning in each discipline, so a low paper score may indicate to them that they need to review the rubric and identify which stages of the writing process they could spend more time on to do better on the next assignment.

Self-talk

Our internal conversations matter because what we tell ourselves often becomes our reality, so if what we believe is what we become, we should strive to develop a growth mindset by reframing any negative self-talk. Consider changing your internal dialogue by adding the word yet. Yet turns negatives into positives. For example, instead of telling yourself, “I’m not good at math,” tell yourself, “I’m not good at math yet.” Tell yourself things like, “I’m not an A writer yet,” or “I can struggle and grow to get better at being a college student.”

Another form of positive self-talk is to set some intentions about what you’d like to work on over the next week, month, or throughout the semester. Some examples of setting academic intentions are below:

• “I will go to my professor’s office hours and the Math Learning Center to get extra help to feel more confident about the math material.”
• “I will review my notes and the reading before each class session.”
• “I will exchange phone numbers with at least one of my fellow students in every class.”

Like intentions, affirmations can also help as you work toward success. An affirmation is a special kind of self-talk designed to help manage anxiety as you strive to develop the qualities you want to have. Here are a few examples:

• “I can handle any situation with grace.”
• “I deserve to have my needs met in a kind and gentle way.”
• “I am competent, and I have something to offer.”
• “I will develop a growth mindset by rephrasing negative self-talk into positive affirmations.”

It’s important for college students to set themselves up for success by engaging in positive self-talk. That kind of encouragement, along with effective habits of mind and a growth mindset, can go a long way towards reaching your academic and life goals.