{"id":99882,"date":"2023-04-14T14:50:00","date_gmt":"2023-04-14T18:50:00","guid":{"rendered":"https:\/\/www.shortform.com\/blog\/?p=99882"},"modified":"2023-04-20T15:45:06","modified_gmt":"2023-04-20T19:45:06","slug":"importance-of-attitude-in-learning","status":"publish","type":"post","link":"https:\/\/www.shortform.com\/blog\/importance-of-attitude-in-learning\/","title":{"rendered":"The Importance of Attitude in Learning: Why It Outshines Aptitude"},"content":{"rendered":"\n

Does the aptitude theory of learning hold water? What can help you excel even if you’re not in the “gifted” category?<\/p>\n\n\n\n

Science now says that we\u2019re capable of learning more and better than we think. So, built-in aptitudes are no longer seen as the be-all and end-all when it comes to how much and how well we learn. Math educator Jo Boaler explains that the way we think about learning matters tremendously.<\/p>\n\n\n\n

Keep reading to discover the importance of attitude in learning.<\/p>\n\n\n\n\n\n\n\n

Attitude in Learning<\/h2>\n\n\n\n

The aptitude<\/em> theory of learning has negative effects on both struggling students and those considered \u201cgifted.\u201d Now, we’re discovering the importance of attitude<\/em> in learning. While an attitude of growth has many benefits, it may take effort to relearn how to learn.<\/p>\n\n\n\n

Many teachers and parents tell students that they\u2019re simply not good at certain subjects in school. Sometimes this is done with good intentions, such as to offer comfort when a student struggles, but sometimes it\u2019s a symptom of systematic prejudice, such as telling girls and students of color that they\u2019re not good at science and math. Boaler points out that this is a self-fulfilling prophecy\u2014students who are told they\u2019re low achievers tend to give up and stay in that group,<\/strong> and teachers who pass that judgment on a student put less effort into helping them succeed. Studies show that fixed-thinking beliefs\u2014that you\u2019re either good at something or you\u2019re not\u2014can become ingrained as early as the age of three.<\/p>\n\n\n\n

(Shortform note: Proponents of classifying students based on ability point to certain advantages of the system, especially for children with special learning needs<\/a>. Special education programs ideally provide more personalized student-teacher interactions, programs designed for students\u2019 particular needs, and access to specialized learning materials not available in general classrooms. However, such programs can stigmatize students<\/a> and impede their social development. While the idea of segregating regular classes by students\u2019 perceived ability levels came under fire in the 1980s, the practice went through a resurgence in the 2010s<\/a> even as Boaler\u2019s research was arguing against it.)<\/p>\n\n\n\n

Boaler says that even students labeled as \u201cgifted\u201d or told they have an aptitude for a particular subject can suffer from the effects of being labeled. If they believe their abilities are a fixed commodity, then when they start to feel challenged by a subject, they\u2019ll think their talent has run out. Gifted students see any possible failure as a source of shame, so they avoid it. They\u2019ll hide any difficulties they\u2019re having by not asking questions and avoiding difficult tasks. Praising students for being talented or smart encourages them to not challenge themselves<\/strong> so they don\u2019t risk losing their elevated status. Students segregated into high-achieving groups will also compare themselves to others and may feel like frauds if they\u2019re not at the top of the class.<\/p>\n\n\n\n

(Shortform note: \u201cGifted and talented\u201d education programs blossomed during the 1960s and \u201970s<\/a>, spurred on by the scientific and technological competition between the US and the USSR. Long before Boaler, though, psychologists questioned the negative emotional impact of labeling<\/a> students as gifted. In The Drama of the Gifted Child<\/em><\/a>, first published in 1979, Alice Miller pointed to depression in adulthood as a result of linking a child\u2019s self-worth to their capacity for achievement. More recent studies show that so-called gifted children feel emotions more intensely than their peers<\/a>, an experience that can be misconstrued as emotional immaturity and manifest as behavioral problems<\/a> in response to isolation and parental expectations<\/a>.)<\/p>\n\n\n\n

But how do you overcome a lifetime of being taught to believe your talents and intelligence are fixed, and how do we keep from passing these same beliefs along to our children? Boaler insists the key is to adopt the belief that you can learn anything.<\/strong> This isn\u2019t merely a case of wishful thinking\u2014research shows that your beliefs about learning<\/a> have a direct impact on the way your brain functions<\/a>. People who adopt the attitude that they can <\/em>learn show heightened levels of brain activity compared to those who believe their mental acuity is fixed. Plus, if you reframe your attitude toward being challenged by a subject so that you view it as a process of growth instead of a sign of weakness, it will change the entire way you approach learning.<\/p>\n\n\n\n

(Shortform note: The psychological power of reframing your outlook reaches far beyond its educational applications. In Awaken the Giant Within<\/em><\/a>, Tony Robbins presents reframing as a fundamental tool of self-motivation<\/a>. He explains that self-limiting beliefs restrict many of the decisions you make<\/a> and hold you back from many opportunities for growth. Once you identify your negative self-beliefs, whether in Boaler\u2019s realm of education or in other areas, you can question those beliefs, challenge the assumptions they\u2019re based on, and take measures to change your conceptions of yourself<\/a> in ways that are more beneficial.)<\/p>\n\n\n\n

Boaler says that changing your attitude toward challenges and failures is the first step toward broadening your horizons. Instead of approaching failure with judgment, see it as a sign that you\u2019re on the right track. Just as physical exercise can be painful and exhausting, so, too, is struggling with a problem or a concept a sign that you\u2019re working your brain\u2019s metaphorical muscles. Teachers and parents can reframe students\u2019 fears about a subject by reminding them that just because they don\u2019t understand it yet<\/em>, it doesn\u2019t mean that they won\u2019t <\/em>with hard work. Self-doubt<\/a> is a natural part of learning, so students and teachers must all understand that making mistakes should be valued as an essential educational tool<\/strong>.<\/p>\n\n\n\n

(Shortform note: While Boaler focuses on the role of teachers and parents in fostering healthy attitudes toward learning and problem-solving, television is another avenue for introducing this message to children<\/a>. Many children\u2019s programs today are built on the premise that anyone can learn anything and that perseverance through difficult problems is a vital part of the learning process. One such show is Cartoon Network\u2019s Adventure Time<\/em><\/a>, in which one character famously tells another that being bad at something is just the first step to eventually being good at it<\/a>.)<\/p>\n\n\n\n

Exercise: How Did Your Beliefs About Learning Shape Your Education?<\/h3>\n\n\n\n

In Limitless Mind<\/em>, Jo Boaler contends that being labeled as a high, average, or poor achiever, as well as being told that you are or aren\u2019t good at a subject, creates a limiting mindset that can keep you from reaching your full potential<\/a>. Think back to your time in school and reflect on what kind of messages (positive or negative) you were given by parents and teachers and what impact they had on your educational growth.<\/p>\n\n\n\n