DEVELOPMENT OF GROWTH MINDSET AMONG UNIVERSITY STUDENTS AS A WAY TO INCREASE MOTIVATION FOR THE LEARNING PROCESS

Abstract

The article proposes to consider a problem of motivation from the point of view of a student’s personality. The problem of the lack of motivation worries all teachers, psychologists and students themselves. As a rule, the solution to this problem is seen in changing the content of the learning process, making it playful, exciting, personalized, technological and adaptive. At the same time, one must not forget that the subject of study is only one of the main components of the learning process. In addition, it is necessary to take into account the personality of the teacher and the student. The attitude towards the subject of study, the teacher and oneself depends on the type of thinking that the student has. There are two types of thinking: growth thinking and fixed thinking. The first type of thinking is characterized by the belief that a person can cope with any task with the necessary amount of effort. People with the second type of thinking believe that it is possible to master knowledge or skill if they have abilities given from birth. The task of the teacher is to change the paradigm of students with fixed thinking. Fixed-mindset attitudes act as stereotypes that limit devel- opment, interfere with learning and the formation of new skills. In the author’s opinion, setting high standards and creating a favorable growth environment in the group contributes to the transformation of fixed thinking into growth thinking, increasing motivation and enabling all students, without exception, to achieve course goals.