Consider the following two scenarios:
Matilda has just been given an essay back from her teacher and it’s not the result she hoped for. The teacher has given her lots of feedback and advice on how to improve on her essay and she reads it thoroughly and pledges to correct her errors and re-submit it in a few days time. She is disappointed but understands that if she acts on the feedback her grade should increase.
Matty has completed the same essay and, just like Matilda, didn’t get the result he wanted. With Matty this always seems to be the case and constant poor grades have left him demoralised. Again, there is lots of feedback and advice on how to improve but Matty doesn’t read it – he’s a failure, he always fails and there seems to be very little he can do to fix the problem.
There are several psychological factors at play here. We could say that Matilda is displaying a Growth Mindset while Matty is surely a Fixed Mindset. We could also suggest that Matty is displaying a certain degree of learned helplessness (he has become so fixated on failure that he can’t see a way out) as well as showing self-handicapping tendencies. These can be viewed as both cognitive and emotional responses to failure – I see it all the time in my Sixth Form students.
As well as the established reasons for Matty’s behaviour explained above, we could also view Matilda’s and Matty’s responses in terms of Positive Psychological Capital (or PsyCap). Although PsyCap is a concept rarely applied to education, its related components of high self-efficacy, optimism, hope and resiliency have been found to be important motivational components in academic success and, although these components might need revising in terms of education, the general framework seems suitably relevant.
The Role of Academic Buoyancy.
It’s highly likely that Matilda would test higher for levels of academic buoyancy than Matty as, on the surface, it would appear that she is more able to ‘bounce back’ from minor (yet personally significant) setbacks such as a disappointing grade on an essay. From his own research, Dave Putwain at Edge Hill University has speculated that buoyant individuals may not view academic failure as threatening to either personal aspirations or self-worth due to their belief in the ability to bounce back from failure. (Putwain et al., 2012) Putwain further suggests that buoyant individuals do not hold an expectation of failure because of a belief in their ability to respond positively to the challenge of evaluative-performance events, suggesting further that academic buoyancy is based on positive ways of approaching academic setbacks rather than attempting to cope with them. Another way to put this would be to say that Matilda has accumulated more positive psychological capital while Matty views failure as an end result due to his lack of positive psychological capital.
For teachers, this creates interesting opportunities. In a society so obsessed with success and failure how do we promote a more positive view to failure within our students? Boys appear particularly prone to this (although the evidence is mostly anecdotal) which would explain why my male students are less likely to hand in homework than my female students – they fear failure, partly due to their difficulties in dealing with it.
Putwain, D.W., Connors, L., Symes, W. & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, stress, and coping. [Online]. 25 (3). p.pp. 349–58. Available from: http://www.ncbi.nlm.nih.gov/pubmed/21644112. [Accessed: 10 December 2013].