As research has revealed, a growth mindset—or the belief that intelligence and character are modifiable rather than fixed—tends to foster humility (Porter & Schumann, 2018). Accordingly, interventions or conditions that tend to promote or reinforce a growth mindset should also increase the level of humility in individuals, teams, organisations, or communities. Many studies have explored which interventions or conditions can foster this growth mindset and thus promote humility (for a review, see (Kyler & Moscicki, 2024).
Credible information
To induce a growth mindset, the most common method that researchers have deployed is to disseminate credible information that intelligence, character, and other traits are modifiable. To illustrate, Chiu et al. (1997) invited participants to read a short article that indicated that
- the notion that human characteristics can primarily be ascribed to genes—and is thus fixed—is now outdated, partly because many life experiences can activate or deactivate these genes,
- instead, if individuals apply effective strategies and mobilise sufficient effort, they can gradually cultivate and develop any capability or character over time—even after their late sixties.
The article also presented relevant case studies and credible research studies that corroborate these arguments. Relative to participants who read an article that suggested that such qualities were fixed, participants who read this article ascribed the actions of someone they read about to the circumstances instead of the disposition of this person—a tendency that is common in people who espouse a growth mindset. This finding, therefore, validates this procedure.
Accordingly, to induce a growth mindset, and thus promote humility, organisations and leaders need to uncover more opportunities to disseminate information about the degree to which intelligence, character, and other traits are modifiable. Here are some examples:
- If individuals are members of a demographic or community who are not respected in an organisation or community, their confidence and performance often decline. However, after these individuals contemplate the values, aspirations, and strengths—as well as a plan on how they might utilise their strengths to pursue these values or aspirations—this problem subsides. Their intellectual performance thus improves (Martens et al., 2006).
- Researchers have developed online programs that people may complete to change their personality (e.g., Stieger et al., 2020). In essence, individuals receive daily reminders, over a fortnight, that embed changes in their behaviour and personality. As research shows, these changes tend to persist at least a year (Stieger et al., 2024).
- Similarly, the degree to which individuals are extraverted, sociable, and resilient can change significantly over time. In particular, individuals become increasingly sociable, talkative, energetic, adventurous, and assertive if they enjoy their job (Scollon & Diener, 2006).
Reference to neuroplasticity
According to a systematic review, conducted by Burnette (2023), several features of this programs or interventions are especially likely to induce a growth mindset. For example, articles or programs that refer to neuroplasticity—the capacity of brain circuits to change over time—are particularly effective. Specifically, according to one meta-analysis of ten studies (Sarrasin et al., 2018)
- after individuals—from young children to adults—learn about neuroplasticity, their motivation tends to improve significantly, with small to medium effect sizes,
- these experiences are especially beneficial to students who otherwise may have received lower grades.
Metaphors
Apart from references to neuroplasticity, other information is also likely to induce a growth mindset. For example, many of the articles or programs that foster a growth mindset also refer to a helpful metaphor: the metaphor in which the brain is likened to a muscle that can grow and develop, over time, with practice. As Aronson et al. (2002) revealed in some pioneering research, after students heard about this metaphor in which the brain is likened to a muscle, their academic performance improved significantly.
Memories
In addition to generic information, personal experiences or memories can also induce a growth mindset and thus foster humility. For example, even memories of past changes in character may promote a growth mindset. To illustrate, in one study, some participants were invited to recall or reminisce about a past event that evoked change in their character. This instruction, coupled with an essay that reinforces the possibility of such change, fostered a growth mindset (Heslin, Latham, and VandeWalle (2005).
Strategies to maintain change
As one systematic review uncovered (Burnette, 2023), evidence that people can change their intelligence, character, or other traits may not alone be sufficient to induce a growth mindset. Instead, these initiatives are more effective if coupled with advice on how to change. To illustrate,
- participants could learn about implementation intentions, in which they should imagine the precise circumstances in which they plan to introduce these changes to their life,
- these implementation intentions significantly increase the likelihood that individuals will sustain these changes over time, effortlessly and indefinitely (for a review, see Gollwitzer & Sheeran, 2006).
Other features
Burnette (2023) uncovered other features of these interventions that are also vital. For example, these interventions are more effective if they
- present examples of how individuals changed their intelligence, character, or some other trait,
- present examples that are especially relevant to the needs or circumstances of participants,
- encourage self-compassion.
Oblique practices
Rather than disseminate information about a growth mindset, organisations, leaders, and practitioners could instead encourage practices that obliquely, rather than explicitly, foster this mindset. To illustrate, as Breines and Chen (2012) revealed, self-compassion—in which people accept their shortcomings and talk to themselves from a compassionate and caring perspective—may foster a growth-mindset.
For example, in one study, participants were asked to reflect upon one of their weaknesses. Next, to induce self-compassion, some participants imagined they were talking to themselves about this weakness from a compassionate and understanding perspective. In one of the control conditions, to inflate self-esteem instead, participants imagined they were talking to themselves about this weakness by emphasising their qualities and strengths. In another control condition, participants did not engage in either of these exercises. Finally, all participants were asked to write about this weakness, emphasizing the source of this shortfall as well as activities they have undertaken to redress this deficiency. </p>
Relative to the other conditions, if self-compassion had been induced, participants were more likely to write about the prospect they can change. They included statements like “With hard work I know I can change it” rather than “It’s just inborn, there’s nothing I can do”. Their comments epitomised a growth mindset. As these findings imply, if organisations can encourage or model self-compassion, individuals may naturally be more likely to adopt a growth mindset.
Complications
Although organisations and leaders can induce a growth mindset and thus foster humility, some researchers, such as Dweck and Yeager (2019), have underscored an important caveat. Specifically, they raise the concern that many people may feign a growth mindset. That is, because many organisations, especially schools, are awash with discussions about growth mindset, individuals often feel pressure to adopt this perspective. Accordingly, some individuals may agree that traits are modifiable without committing to this belief. They may express the belief that qualities can be changed but not really attempt to change their qualities themselves, called a false growth mindset. This false growth mindset is unlikely to foster humility.icipants were granted an opportunity to use an app to compose a song. To elicit awe, participants watched a video that depicted sweeping landscapes. To elicit amusement, participants watched a funny clip. And, in the control condition, participants watched a dull video. The conditions that elicited flow and awe did indeed foster humility and elicit an openness to change.
Although organisations and leaders can induce a growth mindset and thus foster humility, some researchers, such as Dweck and Yeager (2019), have underscored an important caveat. Specifically, they raise the concern that many people may feign a growth mindset. That is, because many organisations, especially schools, are awash with discussions about growth mindset, individuals often feel pressure to adopt this perspective. Accordingly, some individuals may agree that traits are modifiable without committing to this belief. They may express the belief that qualities can be changed but not really attempt to change their qualities themselves, called a false growth mindset. This false growth mindset is unlikely to foster humility.icipants were granted an opportunity to use an app to compose a song. To elicit awe, participants watched a video that depicted sweeping landscapes. To elicit amusement, participants watched a funny clip. And, in the control condition, participants watched a dull video. The conditions that elicited flow and awe did indeed foster humility and elicit an openness to change.
