How to Enhance Performance & Learning by Applying a Growth Mindset | Huberman Lab Podcast

Podcast Host: Dr. Andrew Huberman (Stanford Associate Professor - brain development, brain plasticity, and neural regeneration and repair fields).

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Key takeaways

Mindsets shape perceptions, and guide actions; neuroplasticity supports growth through continuous adaptation and targeted learning strategies (Segment 02).
Praising effort over intelligence fosters a growth mindset, enhancing motivation and academic performance (Segment 04).
Effort narrative cultivates a growth mindset; storytelling aids collaborative problem-solving, enhancing motivation and learning (Segment 06).
Praise effort over intellect for growth mindset, motivation, and resilience in diverse domains (Segment 08).
Transitioning to a growth mindset enhances motivation, resilience, and academic achievement in education (Segment 10).
Moderate stress enhances motivation, cognitive function, resilience, and performance optimization when managed effectively (Segment 12).
Prioritize verbs over labels in praise and feedback to foster personal development and resilience (Segment 16).

Summary

In the present Podcast, Dr. Andrew Huberman delves into the subject of cultivating and implementing a growth mindset. This entails the adoption of self-rewarding behaviors and a concentrated emphasis on the acquisition of knowledge and the enhancement of skills through diligent exertion. The ultimate objective is to enhance one's capacity for learning and optimize performance outcomes. Additionally, he is addressing the role of internal narratives in influencing our capacity to achieve advancement. The author intends to compare and contrast the growth mindset with the fixed mindset, while also discussing the influence of feedback and praise on the formation of these mindsets. Additionally, the author will emphasize the significant benefits of rewarding and celebrating actions (verbs) as opposed to performance labels (adjectives). The speaker will additionally address empirical evidence illustrating the positive impact of stress on performance, elucidate the interplay between the growth mindset and the stress-is-enhancing mindset, and provide guidance on integrating these two perspectives. This episode offers a variety of scientifically supported strategies for individuals in various roles, such as students, coaches, therapists, parents, teachers, or anyone interested in enhancing their performance. These tools aim to facilitate the adoption of a mindset that can improve one's performance.

(01).00:00:00 Growth Mindset

The notion of a growth mindset is an intriguing and influential concept within the field of psychology. The concept entails the acceptance of challenges and the adoption of a mindset that maximizes both performance and personal development. An essential element of a growth mindset involves the capacity to disassociate one's personal identity from the obstacles encountered. Throughout the process of maturation, individuals frequently encounter designations such as "intelligent," "gifted," or "accomplished athlete," which often lead to the development of self-perceptions of proficiency in specific domains. Nevertheless, it has been discovered that feedback that establishes a connection between our identity and our performance can impede our advancement. This poses a significant challenge for individuals who consistently excel in academic pursuits, athletic endeavors, or musical endeavors. When individuals receive accolades for their intellectual prowess or exceptional academic achievements, they develop a fear of failure due to the close association between their self-concept and their academic performance. Remarkably, the concept of a growth mindset entails disassociating one's identity from performance and instead establishing a connection between one's identity, efforts, and motivation with the process of exerting effort, deriving pleasure from learning, and endeavoring to enhance oneself in any domain of knowledge acquisition [1].

References

1. What Having a “Growth Mindset” Actually Means. Available from: https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means.

(02).00:05:17 Mindset & Narrative

The notion of growth mindset is centered on the proposition that our capabilities are not inherently fixed, but rather can be shaped and developed. The statement underscores the concept of neuroplasticity, which pertains to the capacity of the nervous system to undergo adaptive changes in light of various experiences. Neuroplasticity is a phenomenon that persists across the entire human lifespan, although its most pronounced effects are observed during the early developmental stages until approximately 25 years of age. The human brain undergoes continual modifications as a result of daily experiences, a phenomenon that persists even in individuals of advanced age. Neuroplasticity is subject to modulation by a range of factors, encompassing both negative influences such as injuries or illnesses, as well as positive interventions that leverage targeted learning strategies. By allocating our cognitive focus and allocating our available resources towards the acquisition of novel skills, artistic pursuits, musical endeavors, or any domain of personal interest, we can enhance our proficiency and intellectual acumen within those specific realms. Dr. Alia Crum is a highly esteemed academic in her field. The term "mindset" can be defined as a cognitive framework or perceptual filter that selectively organizes and processes information. The human brain is subject to a continuous influx of sensory and internal stimuli, encompassing visual, auditory, and tactile sensations. The concept of mindset plays a crucial role in the cognitive process of filtering and prioritizing information, as it guides our attention and influences our subsequent responses. Furthermore, it serves as a guiding force in our decision-making process and plays a pivotal role in shaping our attention toward certain aspects while disregarding others. Narratives frequently serve as the underlying force behind mindsets, despite our limited awareness of their influence. Rather than engaging in deliberate introspection of our cognitive frameworks when approaching opportunities for personal development or enhancing our abilities, we often possess deeply ingrained narratives that are closely intertwined with our self-perception. Individuals often categorize themselves as proficient or deficient in specific domains, and these designations become ingrained within their sense of self to varying extents, contingent upon their level of involvement or mastery in a given field. Mindsets encompass the narratives that have the ability to shape our perceptions and influence our actions [2].

Figure 01. Neuroplasticity after acquired brain injury [3].

References

2. Trzebiński, J., J.Z. Czarnecka, and M. Cabański, The impact of the narrative mindset on effectivity in social problem-solving. PLOS ONE, 2021. 16(7): p. e0253729.

3. Chen, H., J. Epstein, and E. Stern, Neural Plasticity After Acquired Brain Injury: Evidence from Functional Neuroimaging. PM&R, 2010. 2(12, Supplement): p. S306-S312.

(03).00:12:58 Intelligence Feedback vs. Effort Feedback, Identity Labels

The research carried out by the laboratory of Dr. Carol Dweck is fundamental to the field of growth mindset. This study focuses on conducting specific experiments to illustrate the substantial influence of feedback on individuals' performance, particularly when the feedback is associated with their identity (such as being labeled as intelligent or skilled) versus feedback based on their effort and persistence. The study aims to examine the short-term and long-term effects of these different types of feedback. This phenomenon is not limited solely to young children but also extends to adults who are engaged in acquiring new skills or endeavoring to enhance their existing abilities. The feedback that individuals receive in their formative years or when embarking on a new undertaking significantly influences their fundamental convictions regarding attainability in that specific pursuit. One intriguing aspect is that individuals possess the ability to alter these fundamental convictions through the mere act of modifying the self-evaluations they provide. The effects of praising effort versus praising intelligence were examined by researchers in a study that specifically targeted vocational education students. The researchers postulated that students who received praise for their effort would exhibit a greater tendency to adopt a learning goal orientation, while those who received praise for their intelligence would demonstrate a preference for a performance goal orientation [4].

Figure 02. A growth mindset drives motivation.

A study was conducted with a sample size of 108 vocational education students who were allocated randomly into three distinct groups: a group receiving praise for effort, a group receiving praise for intelligence, and a control group receiving no praise. The findings indicated that students who received praise for their effort demonstrated a greater propensity to adopt a learning goal orientation in comparison to the other groups. This finding indicates that the practice of acknowledging and commending effort has the potential to successfully cultivate a mindset that prioritizes learning in students pursuing vocational education. This discovery holds significant importance as it indicates that students who possess a learning goal orientation exhibit a higher likelihood of persevering in the presence of obstacles and actively participating in profound learning. Educators and instructors ought to take into account the importance of commending students for their diligent exertion in order to foster their academic achievements. Nevertheless, it is crucial to acknowledge that the conclusions drawn from the study may not possess universal applicability across all populations. Additionally, it is worth noting that the research design did not account for other influential factors, such as students' previous academic backgrounds [5].

References

4. Dr. Dweck’s research into the growth mindset changed education forever. Available from: https://www.mindsetworks.com/science/.

5. Glerum, J., et al., The effects of praise for effort versus praise for intelligence on vocational education students. Educational Psychology, 2020. 40(10): p. 1270-1286.

(04).00:20:10 Intelligence vs. Effort Praise: Performance, Persistence & Self-Representation

A study, conducted by Dweck and Mueller, aimed to investigate the effects of praise for intelligence versus praise for effort on the motivation and performance of children. The objective of the study was to examine the potential variations in the impact of different forms of praise on children's mindset and their level of engagement when faced with challenges. The research encompassed a series of six distinct experiments conducted with children in grades 2-5, wherein their motivation and performance were evaluated. The researchers postulated that the provision of praise for intelligence would result in the development of a belief in fixed ability among children, potentially impeding their inclination towards persistence and inhibiting their ability to engage in profound learning. Conversely, it was anticipated that providing praise for effort would serve as a means to motivate children to direct their attention toward their adaptable capabilities, thereby fostering perseverance and active involvement in profound educational experiences. The findings of the investigation provided empirical support for the hypotheses posited by the researchers. The act of praising intelligence has been found to have adverse effects on children's motivation and performance when compared to praise for effort. The findings of the study indicate that children who were praised for their intelligence were more inclined to prioritize performance goals over learning goals. Consequently, these children exhibited higher rates of failure and lower levels of task performance. The researchers underscored the significance of teachers' and adults' manner of praising children, as indicated by the aforementioned findings. It is suggested that emphasis be placed on commending children's exertion and underscoring the significance of acquiring knowledge. This methodology has the potential to facilitate the cultivation of a growth mindset among children, thereby resulting in heightened levels of motivation and academic performance, both within the educational setting and beyond. The findings of the study are consistent with prior research on the impact of intelligence-based praise and hold substantial implications for educational methodologies and the motivation of children. Nevertheless, additional research is required to substantiate these findings and enhance comprehension regarding the precise mechanisms by which praise for intelligence impacts children's motivation and performance. In general, the research highlights the significance of offering commendation that prioritizes exertion and acquisition of knowledge in order to cultivate a mindset that embraces growth in children and facilitates their enduring achievements [6].

References

6. Mueller, C.M. and C.S. Dweck, Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 1998. 75(1): p. 33-52.

(05).00:26:45 Fixed Intelligence vs. Growth Mindset

According to Dr. Huberman, Mangels et al. conducted a study with the objective of examining the correlation between individuals' beliefs regarding intelligence and their academic performance. The researchers posited a model rooted in social cognitive neuroscience, which postulates that these beliefs exert a substantial influence on the attainment of learning objectives by modulating attention and motivation. Based on the theoretical framework, individuals characterized by entity beliefs exhibit a tendency to direct their attention towards information that aligns with their preexisting beliefs, whereas individuals characterized by incremental beliefs demonstrate a propensity to attend to information that poses challenges to their beliefs. Individuals who adopt an entity theory tend to dismiss challenges and exhibit a propensity for giving up easily, whereas those who embrace an incremental theory demonstrate perseverance and utilize their mistakes as opportunities for learning. Motivation is a pivotal factor in determining the level of achievement in the process of learning. Entity theorists are individuals who are driven by performance goals and are inclined to seek out information that supports their existing beliefs. On the other hand, incremental theorists prioritize learning goals and actively pursue information that challenges or contradicts their current beliefs. The researchers underscore the significance of educators acknowledging the influence of intelligence-related beliefs on academic performance. The cultivation of a growth mindset and the promotion of incremental thinking have the potential to enhance student motivation and academic achievement. The aforementioned findings are consistent with prior scholarly investigations and possess significant implications for pedagogical strategies and student engagement. Additional investigation is required to validate and delve into the mechanisms by which beliefs about intelligence impact educational achievements. it can be concluded that individuals' beliefs regarding intelligence have a significant impact on their academic performance. Educators have the potential to augment motivation and achievement through the cultivation of a growth mindset, while also taking into account the influence of attention and motivation in connection to these cognitive frameworks [7].

Figure 03. Fixed mindset vs Growth mindset [8].

References

7. Mangels, J.A., et al., Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience, 2006. 1(2): p. 75-86.

8. Do you have a Fixed Mindset or a Growth Mindset?; Available from: https://kloudlearn.medium.com/do-you-have-a-fixed-mindset-or-a-growth-mindset-a99dbfab7e72.

(06).00:28:53 Tool: Intelligence (Performance) vs. Effort Narrative, Labels

When individuals participate in activities in which they demonstrate exceptional proficiency, their internal discourse frequently centers on their abilities and achievements. On the contrary, individuals may experience a prevalence of self-doubt and negative cognitions when confronted with domains in which they perceive themselves to possess lesser proficiency. Nevertheless, it is crucial to redirect the discourse toward prioritizing diligent endeavors and individual development. The discourse surrounding the relationship between intelligence (as measured by performance) and effort is a noteworthy perspective, particularly in the context of praising and motivating children. The performance narrative places emphasis on intelligence as an inherent and unchangeable characteristic, whereas the effort narrative highlights intelligence as a flexible attribute that can be cultivated through diligent effort and persistence. Commending children for their intellectual capabilities may instill in them the notion that their aptitudes are immutable and unalterable. On the contrary, when children are commended for their exertion, it fosters a growth-oriented mindset, thereby inculcating the conviction that intelligence can be developed through diligent endeavor. According to existing research, it has been found that the utilization of the effort narrative has a greater positive impact on children's motivation and learning outcomes. Furthermore, a scholarly investigation delves into the significant function of narrative within the context of collaborative problem-solving and intelligence analysis. The research findings indicate that narrative is utilized by both individuals and teams as a strategy to address intricate problems and examine various hypotheses. The utilization of "micro-narratives" enables individuals to effectively employ evidence, a critical component in the fields of intelligence analysis and problem-solving. In general, the adoption of an effort-focused narrative during interactions with children has the potential to cultivate a growth mindset and bolster their motivation to engage in learning and attain goals. Likewise, acknowledging the importance of storytelling in the context of collaborative problem-solving can enhance the efficacy of reasoning and decision-making procedures [9].

Figure 04. Shows Intelligence is correlated with fever neural connections [10].

References

9. Saletta, M., et al., The role of narrative in collaborative reasoning and intelligence analysis: A case study. PLoS One, 2020. 15(1): p. e0226981.

10. Genç, E., et al., Diffusion markers of dendritic density and arborization in gray matter predict differences in intelligence. Nature Communications, 2018. 9.

(07).00:32:30 Tool: Failure & Identity; Effort & Verbs

The act of attributing performance labels to our areas of expertise, such as identifying ourselves as intelligent or possessing a remarkable memory, often leads to the internalization of these attributes as integral components of our personal identity. Nevertheless, complications arise when we confront inaccuracies or periods of difficulty in those domains. When individuals associate their self-esteem with achieving proficiency in a specific skill, any decline in performance leads to a corresponding connection between their identity and the reduced level of achievement. Conversely, by directing our attention towards ascribing our achievements to the exertion of effort and perceiving them as a progression rather than an innate aptitude, we create space for further enhancement. By acknowledging that our achievements are a consequence of our persistent endeavors and behaviors, we can adopt a perspective that what we have accomplished in one circumstance, we are capable of accomplishing in another. The crux of the matter lies in acknowledging and accepting the exertion that has been dedicated, actively participating in iterative exercises, and scrutinizing our errors in order to comprehend how to enhance our performance. This approach demonstrates its applicability across a range of endeavors, enabling individuals to persist in the face of adversity, whether it be the inability to attain desired outcomes or encountering setbacks [11].

Figure 05. A growth mindset mediates the association between grey matter [11].

References

11. Wang, S., et al., Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence. 2018. 39(4): p. 1688-1699.

(08).00:35:41 Tool: Timing, Intelligence vs. Effort Praise & Performance

Commending individuals for their performance or intellectual abilities can exert a substantial influence on their mindset, motivation, and overall performance. The research conducted by Mueller and Dweck has demonstrated that offering praise to individuals based on their effort, as opposed to their intelligence, leads to more favorable results. When children are provided with praise for their diligent efforts and exertion in the process of problem-solving, commonly referred to as process praise, they are more likely to cultivate a mindset that is oriented towards growth and development. Individuals perceive failures as valuable chances for growth and concentrate their efforts on identifying novel approaches to surmount obstacles. Conversely, in instances where children are commended for their innate aptitude or intellect, they frequently demonstrate a sense of helplessness in the face of failure, ascribing their lack of achievement to their perceived deficiency in intelligence. The aforementioned results underscore the significance of prioritizing exertion rather than inherent aptitude or intellect when delivering commendation. Commending individuals for their exertion cultivates a growth-oriented mindset, motivating them to perceive challenges as valuable occasions for acquiring knowledge and skills. This cognitive orientation encourages individuals to prioritize learning objectives over performance objectives, thereby enhancing their ability to persevere in the presence of challenges and setbacks. According to existing research, it has been found that individuals who possess a growth mindset tend to exhibit higher levels of motivation, as they are more inclined to exert greater effort and persist in the face of challenges. Conversely, individuals with a fixed mindset tend to prioritize performance goals and may display lower levels of motivation, as they may be less inclined to invest effort or explore alternative strategies. It is crucial to acknowledge that the influence of praise and mindset transcends academic contexts and manifests in diverse domains, such as sports, arts, and professional vocations. Promoting the appreciation of effort, practice, and the process of learning, rather than exclusively prioritizing performance outcomes, fosters the development of resilience, adaptability, and a persistent drive for enhancement [5].

Figure 06. Cognitive training enhances the growth mindset in children through the plasticity of cortico-striatal circuits [12].

References

12. Chen, L., et al., Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits. npj Science of Learning, 2022. 7(1): p. 30.

(09).00:40:08 Fixed Mindset vs. Growth Mindset: Failure & Performance

The mindset of individuals significantly influences their perspectives on failure and subsequently impacts their overall performance. There exist two primary cognitive orientations, namely the fixed mindset and the growth mindset. The concept of a fixed mindset posits that intelligence and abilities are inherent attributes that remain relatively stable and resistant to substantial change throughout an individual's lifespan. On the contrary, a growth mindset posits that these attributes have the potential to be cultivated and enhanced through exertion and educational endeavors. The perception of failure varies among individuals who possess fixed and growth mindsets. Individuals who possess a fixed mindset perceive failure as an indication of their innate capabilities. The individuals perceive it as a hindrance and an indication of their lack of ability. This cognitive orientation gives rise to a phobia of failure, a proclivity to evade challenges, and a propensity to readily surrender in the face of obstacles. Conversely, individuals who possess a growth mindset perceive failure as a chance to acquire knowledge and develop. Individuals possess the comprehension that failure does not serve as a determinant of their aptitudes, but rather functions as a transitory obstacle along the trajectory towards enhancement. Individuals who possess a growth mindset exhibit a willingness to confront and engage with challenges, demonstrate perseverance when confronted with obstacles, and hold the belief that success is attainable through diligent effort and effective strategies. The individuals perceive failure as a valuable form of feedback, which aids in the identification of areas requiring improvement and the subsequent adjustment of their approach. The research conducted by psychologist Carol Dweck has demonstrated that individuals who possess a growth mindset demonstrate a notable ability to persevere and adapt in the face of setbacks and disappointments. The neural activity observed in their brains during the process of error evaluation suggests a cognitive state characterized by a willingness to acquire new knowledge. On the other hand, individuals characterized by a fixed mindset exhibit limited brain activity, indicating a potential lack of engagement in the learning process [13].

The impact of mindset on performance is substantial. Individuals with a growth mindset tend to exhibit superior performance compared to those with a fixed mindset due to their inclination to approach challenges with a positive attitude and a firm conviction in their ability to enhance their skills and abilities. The individuals in question actively solicit feedback, demonstrate diligent effort, and exhibit perseverance. Consequently, individuals frequently attain elevated levels of accomplishment and satisfaction across multiple domains. In order to foster a growth mindset, it is imperative to nurture self-awareness and question entrenched notions regarding intelligence and capabilities. The acknowledgment of the role played by effort, learning, and resilience in achieving success enables individuals to adopt a positive perspective towards failure, considering it as an integral aspect of the process of acquiring knowledge and skills. Strategies such as redefining failure as a chance for personal development, actively soliciting feedback, establishing gradual objectives, and acknowledging achievements contribute to the cultivation of a growth-oriented mindset [14].

Figure 07. Growth mindset vs Fixed Mindset [15].

References

13. GROWTH MINDSET VS. FIXED MINDSET: WHAT'S THE DIFFERENCE?; Available from: https://online.hbs.edu/blog/post/growth-mindset-vs-fixed-mindset.

14. Growth Mindset vs. Fixed + Key Takeaways From Dweck’s Book. Available from: https://positivepsychology.com/growth-mindset-vs-fixed-mindset/#google_vignette.

15. Tirri, K. and T. Kujala, Students’ Mindsets for Learning and Their Neural Underpinnings. Psychology, 2016. 07: p. 1231-1239.

(10).00:50:28 Tool: Shift from Fixed Mindset

A fixed mindset is characterized by the conviction that an individual's abilities, intelligence, and talents are inherent qualities that exhibit limited potential for substantial change or growth throughout the course of one's life. Conversely, a growth mindset entails the conviction that an individual's capabilities and cognitive aptitude can be enhanced through diligent exertion, deliberate practice, and active acquisition of knowledge. The notion of mindset has garnered considerable interest in recent times, particularly within the realm of education. Extensive research has been conducted to investigate the transition from a fixed mindset to a growth mindset and its associated ramifications. Research has indicated that individuals who possess a growth mindset exhibit a propensity to actively engage with challenges, demonstrate perseverance in the presence of obstacles, and perceive failures as valuable occasions for acquiring knowledge and personal development. On the other hand, individuals who possess a fixed mindset tend to exhibit avoidance of challenges, a propensity for giving up easily, and a tendency to interpret failures as evidence of their inherent deficiency in ability or intelligence. The scholarly work conducted by Carol Dweck and her colleagues has played a pivotal role in comprehending the influence of mindsets on human behavior. The research conducted by the authors underscores the significant impact that mindset beliefs have on individuals' behavior and level of accomplishment. Dweck's research underscores the notion that mindsets are not immutable characteristics, but rather malleable qualities that can be altered through deliberate interventions. Moreover, interventions targeted at fostering a growth mindset have the potential to yield favorable consequences [16].

Within the realm of education, there exists a correlation between the transition from a fixed mindset to a growth mindset and enhancements in scholastic achievement, motivation, and resilience. According to research, individuals who cultivate a growth mindset tend to possess a stronger inclination towards self-confidence in their capacity to acquire knowledge, exhibit a willingness to confront and tackle challenges, and demonstrate perseverance in their endeavors to surmount barriers. The aforementioned change in perspective has also been associated with a decrease in disparities in academic performance and the establishment of a more favorable learning environment within the classroom. In order to facilitate the transition from a fixed mindset to a growth mindset, educators have the ability to utilize a range of strategies. In order to foster a growth mindset, it is beneficial to offer feedback that accentuates the exertion, advancement, and learning process, rather than exclusively fixating on end results. Promoting the inclination of students to embrace challenges, cultivate a passion for acquiring knowledge, and comprehend that intelligence and abilities can be enhanced through diligent effort and efficient methodologies can additionally facilitate the cultivation of a growth mindset. Moreover, existing research indicates that interventions targeted toward fostering a growth mindset have demonstrated efficacy. Typically, these interventions encompass the instruction of individuals regarding the modifiability of intelligence and the provision of opportunities for them to engage in activities and exercises that promote the cultivation of a growth mindset. These interventions have been implemented within educational environments and have demonstrated encouraging outcomes in enhancing students' academic performance and motivation [17].

Figure 08. The shift from Fixed Mindset.

References

16. Dweck, C.S. and D.S. Yeager, Mindsets: A View From Two Eras. Perspect Psychol Sci, 2019. 14(3): p. 481-496.

17. Buchanan, A. and J. Greig, Shifting Mindsets: Transforming Self, School, and Society, in The Palgrave Handbook of Positive Education, M.L. Kern and M.L. Wehmeyer, Editors. 2021, Springer International Publishing: Cham. p. 493-524.

(11).00:55:30 Stress-is-Enhancing Mindset

The research conducted by Crum et al. investigated the impact of mindsets on individuals' reactions to stress. The investigators undertook three studies to examine the influence of mindsets within the context of stress. In the first study, the researchers developed a tool known as the Stress Mindset Measure, which demonstrated both reliability and validity. The instrument utilized in this study consisted of eight items designed to evaluate individuals' beliefs regarding the potential impact of stress, specifically whether it has enhanced or debilitating effects. The Stress Mindset Measure (SMM) offers a valuable method for assessing stress mindsets. The objective of Study 2 was to ascertain the potential for altering stress mindsets. The participants were exposed to brief multimedia film clips that presented biased information regarding stress, with one group defining stress as a factor that enhances performance, while the other group defined it as a factor that impairs performance. The results of the study indicate that individuals' perceptions of stress can be shaped by their exposure to information that is biased. In the third study, the investigators analyzed the influence of stress mindsets on physiological and behavioral consequences. The researchers made an observation that individuals who possess a stress-is-enhancing mindset exhibited a moderate level of cortisol reactivity, which is a hormone associated with stress, and demonstrated a strong inclination towards seeking feedback when experiencing stress. The findings of this study indicate that there is a correlation between a stress mindset and specific physiological and behavioral reactions to stress. In summary, the three studies conducted by Crum et al. provide evidence indicating that a stress mindset exerts a substantial influence on the individual's stress response. The results underscore the significance of individuals' stress beliefs and their potential influence on physiological, cognitive, and emotional reactions to stressors. This study contributes to the advancement of knowledge regarding the impact of mindsets on stress experiences and responses [18].

References

18. Crum, A.J., P. Salovey, and S. Achor, Rethinking stress: The role of mindsets in determining the stress response. Journal of Personality and Social Psychology, 2013. 104(4): p. 716-733.

(12).01:05:53 How Stress Can Enhance Performance

The phenomenon of stress has the potential to exert a positive influence on performance within certain contexts. The potential benefits of this phenomenon include the potential to enhance motivation, optimize cognitive functioning, sustain optimal levels of arousal, bolster resilience, and exert positive effects on the processes of learning and memory. According to existing research, it has been found that stress has the potential to enhance motivation and improve focus, resulting in heightened levels of concentration, goal-directed actions, and an increased willingness to exert effort. Moderate levels of stress have been found to enhance cognitive function, particularly in tasks that necessitate rapid thinking, problem-solving, and decision-making. The occurrence of stress prompts the secretion of hormones such as adrenaline, which serves to augment various cognitive processes including information processing, memory retrieval, and attention. Consequently, these outcomes manifest as heightened concentration, enhanced innovative thinking, and improved flexibility. According to the Yerkes-Dodson law, stress plays a role in attaining optimal levels of arousal, as it establishes an inverted U-shaped correlation between arousal and performance. Moderate levels of stress have been found to position individuals within the optimal zone, resulting in increased levels of alertness, energy, and enhanced performance [19].

The cultivation of sustainable stress levels fosters the development of resilience and provides individuals with the necessary tools to effectively navigate forthcoming adversities. Stressful circumstances present individuals with prospects for personal advancement, knowledge acquisition, and the establishment of proficient coping strategies. The effective management of stress has been found to have a positive impact on an individual's resilience, adaptability, and capacity to navigate challenging circumstances. Also, it is shown that while the presence of chronic or excessive stress can have negative effects, the experience of moderate stress has the potential to improve performance. The comprehension of an individual's stress tolerance and the implementation of efficient stress management techniques are crucial in order to optimize the advantageous aspects of stress while simultaneously preserving one's overall state of well-being [20].

Figure 09. FMRI images show the effects of stress on mental performance [21].

References

19. Ahmady, S., et al., Relation between stress, time management, and academic achievement in preclinical medical education: A systematic review and meta-analysis. J Educ Health Promot, 2021. 10: p. 32.

20. Chen, B., et al., Work stress, mental health, and employee performance. 2022. 13.

21. Chen, J., et al., An Effect of Chronic Stress on Prospective Memory via Alteration of Resting-State Hippocampal Subregion Functional Connectivity. Scientific Reports, 2019. 9(1): p. 19698.

(13).01:13:21 Growth Mindset + Stress-is-Enhancing Mindset & Performance

A recent study aimed to address the increasing prevalence of stress-related anxiety and depressive symptoms among adolescents. The investigators presented a stress optimization methodology designed to facilitate the cultivation of a constructive mindset among young individuals in relation to stressors, rather than evading or reducing their impact. The researchers implemented an online training module known as the "synergistic mindsets" intervention, which specifically focused on cultivating growth mindsets, characterized by the belief in the capacity for intelligence development, as well as stress-can-be-enhancing mindsets, characterized by the belief that stress responses can enhance optimal performance. The research comprised six controlled experiments that involved secondary and post-secondary students in the United States. These experiments were conducted using a double-blind, randomized design. The findings indicated notable enhancements across multiple indicators, encompassing stress-related cognitive processes, physiological reactions (such as cardiovascular reactivity and cortisol levels), psychological welfare, academic achievements, and anxiety manifestations, particularly amidst the COVID-19 lockdown periods. Based on the aforementioned findings, it can be inferred that the intervention focused on synergistic mindsets yields consistent advantages in the realm of stress management among adolescents. Furthermore, the intervention exhibits promise for extensive adoption due to its cost-effectiveness. This study emphasizes the significance of cultivating favorable attitudes towards stress, as it has the potential to improve one's ability to manage stress and yield positive outcomes for mental well-being. The primary objective of this intervention is to foster the development of essential skills among young individuals, enabling them to effectively manage and surmount stress-related obstacles. By doing so, this intervention seeks to equip them with the requisite capabilities for navigating the challenges associated with transitioning into adulthood and thriving in a highly competitive job market. These observations enhance our comprehension of the mental health requirements of adolescents and underscore the importance of incorporating stress optimization techniques into intervention strategies [22].

References

22. Yeager, D.S., et al., A synergistic mindsets intervention protects adolescents from stress. Nature, 2022. 607(7919): p. 512-520.

(14).01:20:36 Reframing Stress

Stress is frequently perceived in a negative light, fostering a mindset that promotes the avoidance of stress. Nevertheless, scholarly investigations have demonstrated that the manner in which we perceive stress significantly impacts both our overall state of being and our capacity to effectively manage and overcome difficulties. One efficacious approach to the management of stress involves the utilization of a cognitive process known as reframing or reappraisal. Positive reappraisal refers to the cognitive process of reassessing our initial understanding and interpretation of events, thereby enabling us to perceive them in a more favorable and optimistic manner. The change in viewpoint has the potential to yield various advantages, such as heightened levels of positive affect, diminished levels of psychological distress, enhanced psychological adaptation, increased capacity for resilience, adoption of adaptive coping strategies, and potentially even experiences of post-traumatic growth. Positive reappraisal is a cognitive process that encompasses both a learned skill and an inherent disposition, which can be acquired by individuals of any background or ability. In order to foster positive reappraisal, it is imperative to comprehend the underlying mechanisms and the consequential effects it has on our emotional responses. By acknowledging the impact of our cognitive processes on our emotional experiences, we can engage in the deliberate cultivation of positive reappraisal. This entails deliberately seeking out the positive aspects in diverse circumstances, irrespective of their magnitude [23].

Significantly, it is noteworthy that the process of positive reappraisal can be effectively demonstrated and imparted to children. The optimal method for children to acquire knowledge is through the process of observing adults who actively engage in the practice of a particular skill. Nevertheless, it is imperative to exercise prudence when conducting evaluations of others, given the potential variations in individuals' experiences and perspectives. Promoting the cultivation of individual positive reappraisals facilitates personal development and empowerment in the realm of stress management. The act of positively reappraising stress can serve as a potent mechanism for bolstering one's overall well-being and cultivating resilience. Through the alteration of our perception and interpretation of stressors, it is possible to attain heightened levels of positive emotions, diminished distress, and the development of adaptive coping strategies. Perceiving stress as a potential avenue for personal development and cultivating a constructive mental outlook empowers individuals to effectively confront the obstacles encountered in life, exhibiting resilience and experiencing a state of overall contentment [24].

Figure 10. Mental Stress and Cognition [25].

References

23. Liu, J.J.W., M. Reed, and K. Vickers, Reframing the individual stress response: Balancing our knowledge of stress to improve responsivity to stressors. Stress Health, 2019. 35(5): p. 607-616.

24. Liu, J.J.W., et al., The efficacy of stress reappraisal interventions on stress responsivity: A meta-analysis and systematic review of existing evidence. PLOS ONE, 2019. 14(2): p. e0212854.

25. Arnsten, A.F.T., Stress weakens prefrontal networks: molecular insults to higher cognition. Nature Neuroscience, 2015. 18(10): p. 1376-1385.

(15).01:25:45 Tool 1: Student & Teacher Mindset

This tool holds significant importance as it effectively emphasizes the advantages associated with embracing a growth mindset and a stress-enhancing mindset among educators and learners alike. In diverse settings, such as educational environments, empirical evidence has demonstrated that these cognitive orientations are associated with favorable results. It is imperative to comprehend the distinction between a growth mindset and a fixed mindset, as well as to acknowledge the potential of stress to enhance performance. The stress response can be conceptualized as a mechanism that facilitates the allocation of resources and enhances concentration, thereby enabling meticulous evaluation and heightened attention toward the current objective. The cognitive tools under consideration are empirically supported and demonstrate a substantial influence on performance outcomes [26].

References

26. Speaking of Psychology: Can a growth mindset help students achieve their potential? With David Yeager, PhD. Available from: https://www.apa.org/news/podcasts/speaking-of-psychology/growth-mindset.

(16).01:28:17 Tool 2: Effort Praise/Feedback: Verbs not Labels

Another crucial technique underscores the utilization of verbs instead of labels when delivering commendation or feedback, whether directed towards others or oneself. It is of utmost importance to take into account the act of commending exertion and, in certain instances, offering constructive feedback on how said exertion could be enhanced. As an alternative to expressing a simplistic affirmation such as "You're great" in response to an individual's failed attempt at scoring a goal, but subsequently demonstrating commendable sportsmanship by promptly returning to their designated defensive position, it would be more efficacious to acknowledge their exceptional exertion. In a similar vein, it is crucial to acknowledge and value the tenacity demonstrated by an individual who may have underperformed on a mathematics examination, yet exhibited dedication by revisiting problem sets and engaging in discussions with peers. One crucial element of this tool involves prioritizing verbs over labels, particularly in instances where an individual has demonstrated exceptional performance. The act of affirming oneself or others as exceptional students or possessing specific qualities has the potential to undermine their future performance when confronted with inevitable challenges. On the contrary, offering feedback that is based on the exertion of effort, perseverance, and the ability to solve problems contributes to the cultivation of personal development and equips individuals for forthcoming obstacles. By employing feedback that emphasizes the use of verbs and recognizes the exertion of effort and the application of problem-solving skills, you are effectively implementing the appropriate measures within the feedback procedure [27].

Figure 11. FMRI images show Effort Praise and brain response [28].

References

27. Xing, S., et al., Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance. 2018. 9.

28. Nakagawa, E., et al., The neural network underpinning social feedback contingent upon one's action: An fMRI study. NeuroImage, 2021. 225: p. 117476.

(17).01:31:24 Tool 3: Errors & Seeking Help

One crucial method utilized in error analysis involves seeking assistance, a practice that distinguishes individuals who achieve high levels of performance from those who achieve low levels of performance. Individuals who consistently demonstrate high levels of performance, irrespective of the societal categorizations attributed to them, are those who proactively seek support in order to comprehend and address their areas of weakness. The act of seeking assistance not only facilitates the cultivation of a growth mindset but also reinforces a cognitive orientation in which stress is perceived as a catalyst for improved performance. It is imperative to engage in interpersonal communication and acquire a deeper understanding of the underlying factors contributing to our below-average performance. In a similar vein, it is crucial to actively solicit input from others regarding the actions (verbs) that may have played a role in our enhanced performance. Frequently, individuals commonly hold the belief that they possess a comprehensive comprehension of the reasons behind their achievements, often ascribing them to factors such as the quantity of time devoted to deliberate practice. Nevertheless, individuals in our immediate vicinity may present alternative viewpoints that we may not have taken into account. Studying these viewpoints, encompassing both our subpar achievements and our accomplishments, with an emphasis on action words rather than categorizations, demonstrates significant benefits [29].

References

29. Dahm, M.R., M. Williams, and C. Crock, ‘More than words’ – Interpersonal communication, cognitive bias, and diagnostic errors. Patient Education and Counseling, 2022. 105(1): p. 252-256.

(18).01:32:58 Tool 4: Self-Teaching & Growth Mindset

The existing body of literature pertaining to growth mindset and stress-enhanced performance mindset clearly indicates that the optimal efficacy of these concepts is achieved when they are embraced by both educators and learners. Ideally, the presence of mutual willingness from both parties to acquire knowledge and embrace these mindsets fosters an optimal learning milieu. Nevertheless, a considerable number of individuals encounter a lack of access to a teacher or mentor who can provide guidance. In such circumstances, it remains possible for us to assume responsibility for our own educational pursuits. One effective method entails composing a letter in which we provide guidance to future individuals seeking to achieve excellence within the same domain. The concept of a growth mindset and its distinction from a fixed mindset can be succinctly elucidated on a set of three to five index cards or a sheet of paper measuring half the size of a standard letter. Furthermore, it is possible to provide further elaboration on the concept of the stress-enhanced performance mindset, including strategies for its adoption and the potential for performance amplification that it offers. While the primary purpose of the letter is self-reflection, adopting a perspective of writing it for an external audience serves to reinforce and internalize these significant concepts [30].

Figure 12. The effects of self-talk on the brain [31].

References

30. Liu, L., et al., A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. 2023. 14.

31. Kim, J., et al., The effects of positive or negative self-talk on the alteration of brain functional connectivity by performing cognitive tasks. Scientific Reports, 2021. 11(1): p. 14873.

(19).01:34:35 Tool 5: Reframe “Mind is Like a Muscle” Analogy

The ultimate tool is based on the principles of neuroscience, neuroplasticity, and exercise physiology. The process entails recontextualizing the concept that the mind bears a resemblance to a muscle. While it is indeed accurate that engaging in cognitive activities can augment cognitive abilities, the aforementioned analogy is inadequate and has the potential to misguide individuals in their efforts to embrace a growth mindset and strive for enhanced performance under stress. In the field of exercise physiology, it has been observed that engaging in weightlifting exercises leads to an augmentation in blood circulation specifically directed toward the muscles being targeted. Additionally, resistance training provides individuals with a distinct perception of the attainable outcomes that can be accomplished. Nevertheless, when it comes to the human mind, the aforementioned analogy does not completely hold true. When individuals engage in mental challenges, they do not immediately observe substantial enhancements in the same manner as they do with physical exercise. On the contrary, the psychological and physiological responses experienced when confronted with learning difficulties play a vital role in initiating the learning process. In contrast to the expeditious outcomes observed in resistance training at the gym, the acquisition of a new language or skill does not yield immediate fluency that dissipates upon departure from the learning setting. The cognitive development and adaptive processes of the mind transpire incrementally and are significantly shaped by the levels of stress and exertion that we dedicate to the acquisition of knowledge. The mind, akin to a muscle, exhibits malleability; however, its distinctive response to training and stress distinguishes it from physical exercise [32].

References

32. Ranganathan, V.K., et al., From mental power to muscle power--gaining strength by using the mind. Neuropsychologia, 2004. 42(7): p. 944-56.

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How to Enhance Performance & Learning by Applying a Growth Mindset | Huberman Lab Podcast