Introduction
Carol Dweck’s work on mindsets (Dweck, 2006) has very much permeated the modern educational landscape, and is a good example of how findings from psychology research can influence people’s thinking and practices. A related but equally informative area of exploration from Dweck and her colleagues’ research, in my opinion, is their work on performance goals and learning goals. My decision to make this topic the focus of a blog post was inspired by a conversation with my 10-year-old daughter that took place earlier this year.
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