Category: Courses

Adopting a growth mindset is key to your success and happiness.

Adopting a growth mindset is key to your success and happiness.

By Rebecca Tyler, Connections in Mind

Do you often try new things and push yourself outside your comfort zone? Or are you the type of person who sticks to what they know?

The answer to this question can reveal whether you have a fixed mindset or a growth mindset. A growth mindset is the belief that intelligence, ability and performance can be improved with effort and the right strategies, and that failures are an opportunity for growth and learning. A fixed mindset is the belief that brains are ‘hard-wired’ and incapable of dramatic change1. Individuals with a fixed mindset give up easily, ignore constructive feedback and feel threatened by the success of others. We all have different mindsets for different things. For example, you could have a fixed mindset about intelligence (i.e. “My intelligence is fixed and can’t be improved”), but a growth mindset about strength (i.e. “I can get strong if I just practice lifting weights enough”).

Actively seeking out challenges and improving your executive functioning will help you adopt a growth mindset that will increase your motivation, improve your work relationships, and make you happier and more successful in all aspects of your life2.

What are executive functions?

Executive functions are your ability to start tasks, stay focused, keep track of information, plan the necessary steps to reach your goals and manage your emotions to direct your behaviour. These skills are essential to your happiness, general wellbeing and to your success in every aspect of your life3. Whilst these skills peak in our 20s, they still need conscious and consistent work to be improved and maintained. If you want to find out what your executive function strengths and challenges are, then take our Executive Function questionnaire.

Is it too late for me to adopt a growth mindset?

The short answer is no. However, to answer this question properly we need to first understand the science behind a growth mindset. Within our 20s, our brains stop forming natural neural pathways and our habits, biases and attitudes become harder to change. However, the good news is that throughout adulthood, and even in old age, our brains are malleable, flexible and are able to shift more than was first thought4. This is known as neuroplasticity.


Neuroplasticity is your brain’s ability to reorganise itself through your environment, behaviour, thinking and emotions5. This works in a similar way to training a muscle. The muscle will get stronger through practice and the more you practice, the easier it will become to follow the same routine. In the same way, your brain is capable of forming and strengthening neural pathways when adopting new beliefs and attitudes in line with a growth mindset. The more you practice a growth mindset, the easier it will become. 

How can I develop a growth mindset?

Face the fear.

A fixed mindset stems from fear, whether that’s a fear of failure, or being judged. Fear is the emotion that will hold you back and can stop you from reaching your full potential. Self-awareness and inhibitory control are executive function processes that can help you monitor your progress so that you can identify and actively challenge your fixed mindset inner dialogue. Have a look at some examples of growth mindset mission statements that you can start using straight away to challenge your inner dialogue.

Learn to relish the challenges.

Taking on new challenges may at first seem daunting, but take the time to stop and rethink the situation in your mind. Viewing this challenge as an opportunity can help shift your mindset. Navigating your way through new circumstances will often come with many obstacles and even mistakes. Organisation, time-management, planning and prioritisation, emotional control (to keep calm!) and cognitive flexibility are all executive functions that will help you take on these new challenges. Cognitive flexibility will help you adapt to changing situations and is the skill, alongside motivation, that will help you adopt the growth mindset attitude of not giving up. Remember, from struggle comes growth!

Reflection is key. 

Reflecting daily on your experiences is key to keeping track of your progress and developing a growth mindset. Put simply, reflection or metacognition reflection is thinking about one’s thinking. It is the executive function that enables you to plan, monitor, and assess your understanding, performance and learning. Metacognition helps you to make those key decisions. Reflecting on your strategies, the effectiveness of those strategies, and other resources that might be useful to solve your problems can be instrumental to your success. Your executive function skill, known as self-regulation, is your ability to monitor your actions and beliefs and reflect on them. Developing your self-regulation skills can help you respond positively to setbacks so that you can remain focused on future success and reach your goals6. Keeping a reflective journal is a simple and effective way to do this.

How can Connections in Mind help?

At Connections in Mind, we are a team of dedicated and caring executive function coaching experts. Our coaches combine their skills acquired through experience and education with strategies based on the latest empirical research to create bespoke coaching programmes tailored to individual client needs. If you can identify challenges with meta-cognition, time management, emotional control, prioritisation, working memory or motivation we are here to support you. You will get to work one to one with one of our amazing coaches who will help you regain control by developing new strategies you can use in both personal and professional aspects of your life. You can read testimonials from our clients here. To help you understand the coaching process and to find a bespoke programme that works for you, book a free consultation call with Sarah, one of our executive function coaching experts today.


1Dweck, C. (2017). What having a growth mindset actually means. Harvard Business Review.

2Dweck, C. (2007). Mindset: The new psychology of success. Penguin Random House: New York.

3 Diamond, A. (2013). Executive Functions.Annual Review of Psychology, 64, 135-168.

4Pauwels, L., Chalavi, S., Swinnen, S. P. (2018). Ageing and brain plasticity. Ageing, (10) 8, 1-2.

5Sarrasin, J. M., Nenciovici, L., Foisy, L-M., Duquette, G., Riopel, M., & Masson, S. (2018). Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis.Trends in Neuroscience and Education, 12, 22-31.

6Burnette, J. L., Babij, A. D, Oddo, L. E., Knouse, L. E. (2020). Self-regulation mindsets: Relationship to coping, executive functioning, and ADHD.Journal of Social and Clinical Psychology. 39(2), 101-116.

Positive parenting approaches for children with ADHD.

Positive parenting approaches for children with ADHD.

By Rebecca Tyler, Connections in Mind

Parenting a child with attention deficit hyperactivity disorder (ADHD) can be an extremely rewarding experience; their boundless energy, sense of humour, creativity and enthusiasm for life is unparalleled. However, it can also be extremely challenging and frustrating at times, both for you as a parent and for your child. By making a few adjustments to the parenting strategies you use to interact and react to your child, you can provide them with the tools they need to effectively manage their own behaviour, improve their social skills and increase the likelihood of success in education and throughout their adult life1.

One approach that has been successful in reducing the intensity of behavioural challenges in children with ADHD is using a positive parenting approach2. This approach aims to build self-esteem and improve behaviour using strategies such as giving detailed instructions, setting clear expectations and positive attention. However, understanding how ADHD affects your child and their executive functioning is a crucial first step in this approach that will enable you to identify their difficulties and recognise that your child really does have reduced control over their actions and their behaviour.

How does ADHD affect my child and their executive functioning?

Whilst the exact causes of ADHD are not yet fully understood, we do recognise a number of ways that ADHD affects the brain. ADHD has been linked to an underlying neurotransmitter deficiency, specifically a deficiency in norepinephrine3. As norepinephrine is a stress hormone that affects attention and also acts as a neurotransmitter that communicates with the brain, low levels of this neurotransmitter can result in inattention, poor focus and distractibility, common symptoms reported in children with ADHD4.

Additionally, children with ADHD often have impairments in several areas of executive functioning5. Residing in the prefrontal cortex of the brain, executive functions are higher-level mental processes that direct all behaviours, thoughts and emotions. Reduced levels of norepinephrine can impair the functioning of the prefrontal cortex which can present externally as symptoms of ADHD including impulsivity and locomotor hyperactivity6. This has a major impact on your child’s ability to perform tasks such as planning, organising, paying attention, remembering directions and in controlling their emotional reactions. Sound familiar?

The key point here is that your child may not be able to control their behaviour. Reacting in a negative and punitive way time after time will actually reduce the effectiveness of the punishment7. It can also confuse your child if you’ve accumulated a wide variety of different punitive measures (e.g. yelling, threatening, giving a time-out, taking away toys. etc). Although defiance is not a symptom of ADHD, it can occur as a result of ADHD symptoms.

Implementing positive parenting strategies into your family routine will have numerous benefits including increased confidence and knowledge as a parent, in addition to healthier relationships and more positive and consistent interactions with your family8.

What are the positive parenting strategies I should use to help my child?

Give effective instructions.

As children with ADHD struggle with executive functions such as attentional control and working memory they often have difficulty following and remembering instructions. When giving them instruction you need to make sure you have their full attention. Being physically close to your child, maintaining eye-contact and removing all immediate distractions can help you achieve this. You should also break down their instructions into small, direct steps and assign them one task at a time (e.g. “eat your breakfast”, “put your shoes on”, “get your bag”). This will make it easier for them to understand what you want them to do. 

Another useful strategy is repeating your instructions only once. The long term benefit of this is that your child will learn to listen to the instruction the first time as they know it will not be repeated again. If you do need to repeat the instruction then use a calm tone and try not to get impatient if they are having difficulty following you. By using these positive parenting strategies to deliver instruction, you promote self-motivation in your child and facilitate the development of their executive function skills by allowing them to engage in problem-solving, goal-directed behaviour and self-regulation (i.e. their ability to monitor their own performance and reflect on it)9

Give them positive attention.

On days where perhaps you’ve had a particularly stressful morning, it is not uncommon for parents to overlook their child’s positive behaviours. When you see your child behaving in a desirable way make sure you give them positive attention. Positive attention can be in the form of verbal praise, high-fives, hugs or other positive physical contact. Using positive attention will not only positively reinforce that behaviour, but will be more effective in changing other non-compliant behaviours than if you had used negative attention2. To facilitate a growth mindset in your child (i.e. the belief that they can improve their intelligence, ability and performance with effort and with the right strategies.), praise them for effort, progress, rising to challenges and for persevering.

Psychological research has shown that parental praise and displays of affection model good self-regulation for your child and will promote their core executive functions; working memory, inhibitory control and cognitive flexibility10. Strong executive function development in these areas will further support their ability to problem solve and make decisions, be organised and make plans to reach their goals. In turn, negative attention can have a negative impact on your child’s development10. As a parent, learning how to control negative outbursts and avert unrestrained conflict is essential. You also need to remember that praise is important for children with ADHD as they typically get so little of it, even when they have behaved well11.

Discipline using positive attention.  

So how does this approach work in challenging situations? There will be times when your child does need to be held responsible for their behaviour. When it comes to discipline, there are a number of strategies you can use to discipline effectively and reduce the frequency of that non-compliant behaviour. 

As children with ADHD are very routine-oriented, one way to reduce the frequency of non-compliant behaviour is to create a clear daily schedule that they can visualise. Setting expectations of what they need to do and when will create a warning system, making it easier for them to understand why they are being reprimanded if they are not compliant with instructions. Establishing a routine will support their executive function development including task initiation, sustained effort, goal-directed persistence, planning and prioritisation. These are essential life skills that are associated with academic success, happiness and wellbeing12.

Stay calm.

If your child does misbehave then one of the most important things you need to do is stay calm. Demonstrating self-calming techniques (e.g. deep breaths, leaving the room) can help them learn how they should manage and control their own emotions. If you lose your temper then your child will not only learn that behaviour but will only respond to you once you have reacted in that same emotional state. In fact, this type of reaction is unlikely to prevent the behaviour from reoccurring as you are inadvertently reinforcing that behaviour by giving it attention.

Only address the event once everyone is calm. It is quite common for children with ADHD to develop cycles of negative behaviour patterns that escalate in severity. This is in response to years of negative parent-child interactions in which both the parent and child attempt to control one another’s behaviour through negative reinforcement13. Instead, use positive attention to acknowledge and validate their feelings. Reflecting back on their emotional experience with them whilst reaffirming your expectations as a parent will serve as reassuring but also remind them of your boundaries. Consistency in these approaches will be key to seeing concrete changes in their behaviour and will lay the foundations for strong executive function development that will help them learn, develop and flourish.

How can Connections in Mind help?

At Connections in Mind, we are a team dedicated and caring ADHD and executive function coaching experts. Through our Coaching for Independent Learning programme, our coaches combine their expertise and knowledge acquired through experience and education with strategies based on the latest empirical research to create bespoke coaching programmes tailored to individual client needs. Whether your child struggles with organisation, time-management or emotional control, they can work one to one with one of our amazing coaches to address their executive function challenges and develop new strategies so that they can flourish personally and academically. You can read testimonials from our clients here.

As our Coaching for Independent Learning programme is most effective when combined with our online Connected Minds Parenting course, when you enrol your child on our coaching programme by the 15th of May 2020, you will get access to our online Connected Minds Parenting course online for £50, that’s two thirds off the original price! Watch our Connected Minds Parenting course video here.

To gain access to this offer, or help you understand the coaching process and to find a bespoke programme that works for you or your child, book a free consultation call with Sarah, one of our executive function coaching experts today.


1Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9, 85-111.

2Hoath, F. E., & Sanders, M. R. (2002). A feasibility study of enhanced group triple P – Positive Parenting Program for parents of children with attention-deficit/hyperactivity disorder. Behaviour Change, 19(4), 191-206.

3Kim, C-H., Waldman, I. D., Blakely, R. D., & Kim, K-S. (2008). Functional gene variation in the human norepinephrine transporter: Association with attention-deficit/hyperactivity disorder. Annual New York Academy of Science,1129, 256-260.

4Rivas-Vezquez, R. A. (2003). Atomoxetine: A selective norepinephrine reuptake inhibitor for the treatment of attention-deficit/hyperactivity disorder. Professional Psychology: Research and Practice, 36(6), 666-669.

5Biederman, J et al., (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of Consulting and Clinical Psychology, 72(5), 757-766.

6Arnsten, A. F. T. (2009). The emerging neurobiology of attention deficit hyperactivity disorder: The key role of the prefrontal association cortex. The Journal of Pediatrics. 154(5), 1-20.

References continued.

7Kiff, C. L., Lengua, L. J., & Zalewski, M. (2011). Nature and nurturing: Parenting in the context of child temperament. Clinical Child and Family Psychology Review, 14, 1-51.

8Whittaker, K. A., & Cornthwaite, S. (2000). Benefits for all: outcomes from a positive parenting evaluation study. Clinical Effectiveness in Nursing, 4(4), 189-197.

9Watson, S. MR., Gable, R. A., & Morin, L. L. (2016). The role of executive functions in classroom instruction of students with learning disabilities. International Journal of School and Cognitive Psychology, 6(167), 1-5.

10Bun Lam, C., Chung, K. K., & Li, X. (2018). Parental warmth and hostility and child executive function problems: A longitudinal study of Chinese families. Frontiers in Psychology, 9, 1063.

11Danforth, J. S. (2006). Parenting training for families of children with comorbid ADHD and ODD. International Journal of Behavioural Consultation and Therapy, 2(1), 45-64.

12Diamond, A. (2017). Want to optimize executive functions and academic outcomes. Minnesota Symposium on Child Psychology, 37, 205-232.

13Pfiffner, L. K., & Haack, L. M. (2014). Behaviour management for school-aged children with ADHD. Child and Adolescent Psychiatric Clinics of North America, 23(4), 731-746.

How to reduce stress and improve your executive functioning.

How to reduce stress and improve your executive functioning.

By Victoria Bagnall, Co Founder, Connections in Mind

As adults, we all have our share of unavoidable chaos to deal with during a typical day which can lead us to feel stressed, sometimes for extended periods of time. One particularly important set of skills that are interrupted when you are stressed are your executive functions1. Understanding how you can improve your executive functioning and reduce stress, in addition to understanding the bidirectional effects they can have on one another, will benefit you in almost every aspect of your life, whether that’s personally or professionally.

What are executive functions?

Executive functions are a set of higher cognitive functions that help us with daily skills such as organisation, planning, forethought, concentration and goal-directed action. Essentially, our executive functions influence all of our thoughts, actions, behaviour and emotions. Whilst these skills peak in our 20s, they still need conscious and consistent work to be improved and maintained at all stages of life.

What effect does stress have on executive functioning?

When you feel stressed, your adrenal glands release high levels of catecholamines which impair the functions of the prefrontal cortex2. The prefrontal cortex is a part of the brain that is necessary for our executive functions to operate properly. When you feel stressed it disrupts executive functions such as working memory and cognitive flexibility which alter your ability to be organised, work productively and remember information3.

It is important to understand that the relationship between stress and executive functioning works both ways; stress impairs our executive functioning, whilst decreased executive functioning can increase stress. For example, those who struggle to make a plan, get organised or make a good decision will end up putting themselves in a stressful situation.

After a certain point stress can start causing major problems to your health, mood, relationships and quality of life. Stress can have adverse effects on our bodies including low energy, insomnia, frequent colds or infections and chest pain. In extreme cases, chronic stress can lead to shrinkage in the branches of neurons in the prefrontal cortex, which can increase a persons’ vulnerability to stress-related disorders such as depression4. The good news is that due to the neural plasticity of the brain, the negative effects of stress on executive functioning can be reversed in healthy, cognitively intact adults5.

How can we reduce stress and improve our executive functioning?

Take control.

The feeling of losing control is one of the main causes of stress and lack of wellbeing. The act of taking control in itself is empowering. One way you can do this is learning how to manage your time effectively. This will help you feel relaxed, focused and maximise the use of your time. You can achieve this by spending 10 minutes in the evening before work writing a list to help you work out what your goals and priorities are for the next day. Colour code your tasks into one of four categories: (1) urgent and important, (2) not urgent but important, (3) urgent but not important, or (4) neither urgent nor important. Learning how to reduce the number of urgent and important tasks will help you feel less stressed. Remember, focus on completing high-quality work, not quantity.

Practice mindfulness

Mindfulness is having an awareness to present-moment experiences whether that’s thought, feelings, body or purpose. Practising mindfulness can help you control racing, repetitive and non-productive thoughts that can lead to stress. Research has shown that mindfulness can advance your executive functioning including working memory, self-control and the self-regulation of stress3. There are a number of mindfulness practices you can start incorporating into your daily life. For example, mindfulness meditation involves sitting silently and sustaining attention on the current moment by focusing on your breathing or body. There are plenty of mindfulness apps available such as Headspace or Calm to help you get started. Remember you can do this pretty much anywhere; on your commute to work (when that becomes a regular thing again), on your daily walk or run, or even when you’re cooking.

Stay connected.

Spending quality time with someone who makes you feel safe and understood is a huge stress reliever. In fact, our bodies naturally respond to social connectedness in ways that help us feel calmer6. Building and maintaining a network of friends and family will improve your ability to combat stress and help you build resilience so that you can deal with life’s curveballs. They may not be able to fix the problems that are making you stressed, but they are there to listen, relate and empathise with you.

As we are currently experiencing huge changes to our daily working and social routines due to the coronavirus pandemic, it can be difficult to feel like you have a supportive network when you are physically distant from some of the people you rely on for this kind of support. Make sure you schedule plenty of time to talk and video call friends, family and work colleagues. With platforms like Zoom, Skype and House Party you can maintain your personal and work-related relationships without feeling isolated.

How can Connections in Mind help?

At Connections in Mind, we are a team dedicated and caring executive function coaching experts. Our coaches combine their expertise and knowledge acquired through experience and education with strategies based on the latest empirical research to create bespoke coaching programmes tailored to individual client needs. If you struggle to cope with stress or can identify challenges with time management, emotional control, prioritisation, working memory or motivation we are here to support you. You will get to work one to one with one of our amazing coaches who will help you regain control by developing new strategies you can use in both personal and professional aspects of your life. You can read testimonials from our clients here. To help you understand the coaching process and to find a bespoke programme that works for you, book a free consultation call with Sarah, one of our executive function coaching experts today.

1 Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.

2 Arnsten, A. F. T. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Reviews Neuroscience, 10, 410-422.

3Shields, G. S., Sazma, M. A., & Yonelinas, A. P. (2016). The Effects of Acute Stress on Core Executive Functions: A Meta-Analysis and Comparison with Cortisol. Neuroscience & Biobehavioural Reviews, 68, 651-688.

4Akbaryan, F. (2014). Executive Function and Mental Health: A literature review. Retrieved from (PDF) Executive Function and Mental Health: A literature review

5Williams, P. G., Tinajero, R., & Suchy, Y. (2017). Executive Functioning and Health. Oxford Handbooks Online (pp. 1-53). Oxford University Press.

6Eisenberger, N. I., Taylor, S. E., Gable, S. L., Hilmert, C. J., & Lieberman, M. D. (2007). Neural pathways link social support to attenuated neuroendocrine stress responses. NeuroImage, 35 (5), 1601-1612.

How to build motivation in your child.

How to build motivation in your child.

By Victoria Bagnall, Co Founder, Connections in Mind

Every parent wants their child to succeed, whether it’s with their school work, socialising or in developing general life skills. Naturally as parents we often hold high expectations for our children and lack of motivation can be a huge barrier to their success. Your child’s motivation to learn is encouraged by the experiences that you provide for them. In other words, you play a vital role in fostering motivation in your child.

Why is motivation important?

Motivation is essential for self-development and for maintaining well-being during periods of rapid change where we need to adapt quickly*. It interacts with our executive functioning and explains why we set goals, make plans, start tasks and strive for achievement. Research with children has also shown that motivation is one of the most important factors in determining school success**.

So, how can you build motivation in your child? Based on psychological research, there is now a set of science-based approaches that can be used to build motivation and support learning during development.

Let them decide.

Children are more motivated when they have self-determination to complete a task or activity that is personally meaningful. For example, start a conversation with them to set the goals for the day or decide how a task is going to be carried out. By letting them make meaningful choices and supporting them, this will not only keep them engaged and motivated for longer but they will also learn that they are capable of initiating their own learning.

Challenge them…just enough!

Like all of us, children are motivated to work towards achievable goals. Create levels of challenge according to their current capabilities and give them feedback on their performance. If a task is too easy or too hard they will lose motivation. Make it fun by turning it into a game. For example, you could switch roles and let your child step into the role of the educator and explain concepts as the teacher. This works very well for science subjects! You could also plot their progress on to a graph and challenge them to improve on yesterday’s progress. Remember, the more they relish the challenge, the more they will persist and not give up. If this brings them success, this will build their internal motivation which will lead to more success!

Praise the effort rather than the outcome

When we praise children for their effort this helps them learn that even if they fall short they can use it as an opportunity to reflect, improve and develop new approaches. Say your son or daughter performed well on a piece of school work, don’t just share your excitement. It is better to praise them for the process by asking them what they did to achieve it and how they did it. This will motivate them to work hard and they will be more likely to believe that they can achieve anything they put their mind to. This process will support the development of your child’s ability to reflect, an executive function skill that is essential for more complex and systematic thinking.

Foster a growth mindset

A growth mindset revolves around the belief that we can improve our intelligence, ability and performance with effort and with the right strategies. Children with a growth mindset have a willingness to confront challenges and view failures as an opportunity for growth.  As children can often avoid trying new things when they experience negative outcomes, it is important to have a discussion with your child that focuses on what they can do to improve next time. Encourage reflection by talking about a time that you fell short and what you did to improve. Ask them questions, discuss new strategies and emphasise the importance of practice. At Connections in Mind we particularly like the WWW (What Went Well) and EBI (Even Better If) approaches which are really positive but also support growth. By doing this you will be supporting the development of a growth mindset within your child. Not only will this increase their motivation and encourage them to take on new challenges independently, research has also shown that a growth mindset is strongly associated with greater happiness and achievement in life***. Fostering a growth mindset in your child will be one of the greatest contributions you can make towards building their motivation, and their success! Following decades of research Carol Dweck, a world-renowned psychologist, has a bestselling book that explains more on how to foster a growth mindset to achieve success professionally, academically, interpersonally and in general daily life. You can find the link to her book here. You can also download our free growth mindset poster here to add to your child’s workspace!

Does all of this sound interesting – these are the fundamental underpinnings of our Connected Minds Parenting Course which has recently moved online to our new online learning portal. This evidenced based approach to parenting, focuses on empathy and connection whilst building a shared language and set of tools to overcome executive function challenges at home. Hear from the course facilitator Imogen Moore Shelley in her informative video.

At Connections in Mind, our executive function coaches combine their own experience, expertise and strategies with the latest research to create bespoke coaching programmes tailored to individual client needs. Our coaches are available to help your children, and even yourself, overcome challenges with motivation and executive functioning. If your child or yourself have difficulties with starting tasks, prioritisation, time-management or even just staying focused for longer periods of time, a coach can help you develop new strategies so that you and/or your child can continue to succeed. 

Our Executive Function Adventures programme is a fun and engaging programme for children who are struggling with executive functions at home or with school work. They will work one to one with an executive function coach and will learn new strategies but in a fun, story-telling way! Watch our video here to find out more!  If you would like any further information about any of our coaching services then please book a free discovery call with Sarah, our Client Services Manager today.

*Psychological needs, motivation and well-being: A test of self-determination theory across multiple domains. (Milyavskaya & Koesnter, 2011).

** Gender differences in school success: What are the roles of students’ intelligence, personality and motivation? (Spinath, Eckert, Steinmayr, 2014).

*** The neuroscience of growth mindset and intrinsic motivation. (Ng, 2018).