Dweck's mindset theory (fixed and growth mindset, the role of praise) and Willingham's learning theory (the limits of learning styles, the importance of meaning and self-regulation).

What this dot point is asking

Edexcel wants you to describe two ideas about learning and development beyond Piaget: Carol Dweck's mindset theory (fixed versus growth mindset and the role of praise) and Daniel Willingham's learning theory (his criticism of learning styles, and the importance of meaning and self-regulation). Both connect to the classroom, so be ready to apply them to teaching and to evaluate them.

Dweck's mindset theory

Dweck argued that these beliefs shape behaviour. A learner with a fixed mindset sees ability as a fixed amount, so they avoid challenges (in case they fail and look less able), give up quickly when work is hard, and feel threatened by others' success. A learner with a growth mindset sees ability as something that grows, so they take on challenges, treat mistakes as useful feedback, and persist in the face of difficulty.

A central claim is that praise can shape mindset. Praising a child for being clever ("you're so smart") encourages a fixed mindset, because it ties success to a fixed trait, so failure then feels like a loss of that trait. Praising effort and strategy ("you worked hard and tried a good method") encourages a growth mindset, because it ties success to controllable actions. This is the link to Gunderson et al. (2013), who found that the type of praise parents gave toddlers predicted a more growth-oriented mindset years later.

Willingham's learning theory

Willingham's view fits with the idea that effortful, meaningful processing builds stronger memories, which links to Topic 2 on memory. It also gives practical advice: design tasks that force pupils to think about meaning, and teach them strategies to manage their own attention and study.

Evaluating the theories

Dweck strength: mindset interventions can be put to practical use in schools, and the link between praise type and persistence has support. Dweck weakness: later large studies suggest mindset effects on achievement are often small, so a growth mindset alone does not guarantee success. Willingham strength: his case against learning styles is backed by reviews finding no consistent benefit. Willingham weakness: focusing on meaning and self-regulation is harder to put into practice for very young children, who have limited self-control.

Try this

Q1. According to Dweck, what does a person with a fixed mindset believe about ability? [1 mark]

• Cue. That ability and intelligence are fixed and cannot be changed.

Q2. What did Willingham mean by saying memory is the residue of thought? [2 marks]

• Cue. We remember what we think about, so teaching should make pupils think about meaning.

Q3. Explain one piece of advice Dweck's theory gives to parents about praise. [2 marks]

• Cue. Praise effort and strategy rather than cleverness, to encourage a growth mindset and persistence.