What it says. Dweck’s research distinguishes a fixed mindset, the belief that ability is largely set, from a growth mindset, the belief that ability develops with effort and good strategies. Students leaning toward a fixed mindset tend to read struggle as evidence they lack ability and to give up; those leaning toward growth treat struggle as part of getting better. The effect is strongest at hard moments.

What it means for your teaching. Frame difficulty and mistakes as expected parts of learning, not signs of inadequacy. Praise effort, strategy, and progress rather than fixed ability, since praising intelligence can lead students to avoid challenges to protect that label. Be careful not to overpromise; mindset is one factor among many and works alongside good instruction, not instead of it.