Can wealth change a child’s mindset to a growth mindset?
Introduction
It has already been established that economic status impacts a child’sdevelopment. Wealth, defined as net worth, may impact children in various ways. The field of psychology depends on three theoreticalframeworksthat aid in understanding the role of wealth in a child’s development. Firstly, the ability of a family to provide economic resources produces better child outcomes due to adequate health services, schools, and educational activities. Wealth is also an opportunity for the family to invest in a child’s future.
On the other hand, wealth is a significant determinant of class status since it increases independence, power, social and capital, which positively impacts a child’s development. Wealth also frees parents from the parental role since much time is used on income-generating activities; in an instance where the family’s economically disadvantaged, the child’s cognitive abilities are also affected since there is minimal chance of accessing educational resources, reduced healthcare, and increased levels of stress. The significance of the study is to determine if a fixed mindset of a child can be changed due to wealth. The study will also aid in having a great insight into the impact of wealth on a child’s development.
Nevertheless, researchers have established that the belief of poor economic background can be controlled, hence, tempering the academic impact relevant to the economic background. Multiple studies have found that children fare better if their intellectual abilities and needs are met; thus, a growth mindset belief. On the other hand, if they perceive that their academic abilities are absolute, they tend to have a fixed mindset. Children with a fixed mindset avoid situations where they have to struggle, while children with a growth mindset view difficult tasks as an opportunity to increase their abilities. Consequently, there is a distinct relationship between wealth and a child’s mindset. The article will examine the relationship between wealth and a child’s mindset. It will also examine how wealth impacts a child’s fixed mindset to a growthmindset.
Annotated bibliography
Claro, S., Paunesku, D., & Dweck, C. S. (2016). A growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.https://www.pnas.org/doi/10.1073/pnas.1608207113
The article’s primary purpose is to show that a fixed mindset of a child can be developed. It further examines the relationship between economic status and mindset, whereby findings suggest that children from poor backgrounds are less likely to have a growth mindset than those from wealthy families. In the research, the authors used a national-wide sample of Chilean students to investigate how these factors relate. The previous research results have indicated that economic status is a strong indicator of academic achievement. The current research suggests that a growth mindset strongly relates to a child’s socioeconomic status. A survey analysis of 10th-grade learners in Chile was conducted to address the research questions. The survey analyzed the learners, their families, and the school they attended. The learner’s mindsets were measured using a standard tool used by Dweck. The results of thse study indicated that the learners who agreed or strongly agreed had a fixed mindset(Claro, Paunesku& Dweck, 2016). At the same time, those who disagreed or strongly disagreed were characterized as having a growth mindset.
Shanks, T. R. W. (2007). The impacts of household wealth on child development. Journal of Poverty, 11(2), 93-116. https://openscholarship.wustl.edu/cgi/viewcontent.cgi?article=1418&context=csd_research
The article examines the impact of wealth on a child’s development. Wealth, in this case, is measured based on a household’s income and particular household assets. According to Shanks (2007), child intellectual is measured by two domains social behavior and academic achievement. The sample study included 3,563 children, whereby the study also analyzed the family’s income and wealth. The numbers were distributed across two races; 1455 black and 1642 whites, whereby results indicate that most lacks come from low-income families. Data were collected through interviews with children who were the head of the household. Results indicate that great wealth contributed to greater academic and improved social behavior achievement in both races. Based on the outcomes, the impact of the economic inequality between the whites and the blacks differed. For the blacks, the level of wealth is not a good indicator of a child’s wellbeing; on the other hand, wealth is correlated to a child’s behavior, whereby wealth is a protective aspect of a child’s behavior. The article plays a crucial role in mindset and wealth by determining the level of income and wealth across the two races. Their mindset between the groups differs in one way or another due to the differences in wealth and income distribution. They provide insight into future studies, especially for African Americans, who, according to the study, are more economically disadvantaged.
Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States. AERA Open, 5(3), 2332858419857706. https://files.eric.ed.gov/fulltext/EJ1229654.pdf
Learners from wealthy families have increasingly indicated positive academic achievements compared to those from low-income families. The study examines the learner’s mindset about their academic achievement plays a significant role due to their income disparities. The participants in the study included 9h grade students who provided evidence that students from poor backgrounds had fixed mindsets regarding their academic ability. In addition, there were negative outcomes of grades and fixed mindsets, which were similar to children with low SES. A survey was conducted regarding the students’ mindsets during 2015-2016. The study included 16,281participantsfrom diverse backgrounds. The results indicated that students from higher social and economic status (SES) were less likely to have a fixed mindset than participants whose parents did not have a complete college education. In correlation to the previous studies, learners with lower fixed mindsets performed well academically in the ninth grade, while the students with more fixed mindsets performed poorly. The study offers a valuable insight into the relation between SES, students’ grades, and SES of the national probability sample. Thus, the student’s academic achievement can be controlled if the children’s mindset can be changed by changing their social-economic background. However, future research remains relevant to conceptualizing the different aspects of social-economic factors that shape the learner’s academic outcomes.
Chao, M. M., Visaria, S., Mukhopadhyay, A., & Dehejia, R. (2017). Do rewards reinforce the growth mindset?: Joint effects of the growth mindset and incentive schemes in a field intervention. Journal of experimental psychology: General, 146(10), 1402.https://www.researchgate.net/publication/319115023_Do_Rewards_Reinforce_the_Growth_Mindset_Joint_Effects_of_the_Growth_Mindset_and_Incentive_Schemes_in_a_Field_Intervention
Their achievement and motivation impact the children’s mindset. The article aims to offer perspectives on practices by adults that great wealth contributed to greater academic and improved social behavior achievement. The targeted 2420 students from grade 3 from randomly selected schools. The motivational model was used to determine the achievement of the learners. In addition, the article determines how different incentives lead to a growth h mindset. By motivating the underperforming learners and using the existing knowledge of motivation, the study was set to determine whether a growth mindset could be achieved. The research provides an insight into different psychological frameworks about their effectiveness in educational settings. The study recognizes that mindset interventions aid in academic performance. Policymakers can use the study to be keen when deploying a growth mindset in developing regions. Thus, the motivation model strongly suggests that the ability to perform well in school can be enhanced by endorsing a growth mindset.
Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent–child relationship, and learning motivation on reading ability. Frontiers in psychology, 9, 1297.https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01297/full
The present study examines the relationship between academic achievement and family economic status in Chinese culture. The study included 2294 subjects of students from 8th grade. The study measured children reading ability and the educational level of the parents. Random sampling was used to enroll students in Beijing(Chen et al. 2018). The Research Ethics Committee approved the study; the participants orally accepted to participate in the study. The results showed that the parent and a child’s relationship is significant role in fostering a child’s academic achievement. Learning motivation also enhances the reading ability and improves the students’ academic performance.
Research question
Multiple researches will be conducted to determine the relationship between wealth and mindset. Specifically, the research question will be as follows:
- What is the relationship between wealth and a child’s mindset?
- How can wealth change a child’s fixed mindset to a growth mindset?
Hypothesis
Children who come from wealthy families can shift from a fixed mindset to a growth mindset.
Method
Participants
The study’s target population will include 76 young children from the 9th-grade student’s college students from public schools, which was collected through random sampling. The participants orally agreed to participate in the test, while the data collected and analyzed will be anonymous.
Design
A qualitative research method will be used to determine their socioeconomic background and mindset. The learners will be provided with open-ended questionnaires, and interviews will be conducted, reflecting on the hypothesis. The purpose of using a questionnaire is that the different questions will offer better scenarios, and the learners will clearly understand what is expected of them. Since black responses are probable, interviews will efficiently gather the relevant data. Subsequently, written answers provide an opportunity to determine the students ‘understanding.
Materials
The survey will include each student’s family, whereby their mindset was measured using the tools used by Dweck. A detailed description of the student’s answers, the methods used, and the statistics of the variables for the variables of the general population will be provided. The dependent variables arechildren who come from children from poor background while the independent variable is wealth. Two separate measures will be used, whereby the participants will be asked the highest level of education their parents have attained since the participants can relate it to mindset level. Secondary measures will also be used to determine the level of SES of the participants.
Procedure
As mentioned earlier the participants will be randomly selected and take part in answering questionnaires and interviews. The data collected will be presented for analysis such that the IV, which is wealth will be measured based on the SES of the participants (DV).
Results
Firstly, the research sought to understand the relationship between academic achievement and mindsets. Studies indicate that if learners are provided with high SES, they are more likely to perform better, shifting from a fixed mindset to a growth mindset. Consistent predicator indicates that family wealth and income play a crucial role in changingstudents’ academic ability. Notably, the relationship between students’ mindset and wealth was strong across all students, regardless of their racial background. Therefore, students who subscribed to a growth mindset outperformed those with lower family-level income.
Discussion
Clearly, from the results, structural factors such as disparities are less important than psychological factors? Moreover, teaching students about growth mindsets does not alleviate them from economic inequality; rather, it means that economic inequalities give rise to psychological inequalities in achievement and future opportunities. As a result, psychological factors aid in illuminating how economic disadvantage leads to underperforming in academics. Therefore, effectively supporting children who face social-economic challenges will foster growth mindsets.
Chao, M. M., Visaria, S., Mukhopadhyay, A., &Dehejia, R. (2017). Do rewards reinforce the growth mindset?: Joint effects of the References
growth mindset and incentive schemes in a field intervention. Journal of experimental psychology: General, 146(10), 1402. https://www.researchgate.net/publication/319115023_Do_Rewards_Reinforce_the_Grow th_Min dset_Joint_Effects_of_the_Growth_Mindset_and_Incentive_Schemes_in_a_Field_Interv ention
Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent–child relationship, and learning motivation on reading ability. Frontiers in psychology, 9, 1297. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01297/full
Claro, S., Paunesku, D., & Dweck, C. S. (2016). A growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.https://www.pnas.org/doi/10.1073/pnas.1608207113
Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States. AERA Open, 5(3), 2332858419857706. https://files.eric.ed.gov/fulltext/EJ1229654.pdf
Shanks, T. R. W. (2007). The impacts of household wealth on child development. Journal of Poverty, 11(2), 93-116. https://openscholarship.wustl.edu/cgi/viewcontent.cgi?article=1418&context=csd_research