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Year : 2022  |  Volume : 5  |  Issue : 2  |  Page : 80-83

Promoting growth mindset in occupational therapy education

Department of Occupational Therapy, Huntington University, Peoria, Arizona, United States

Correspondence Address:
Dr. Chelsey Edwards
Department of Occupational Therapy, Huntington University, Peoria, Arizona
United States
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/EHP.EHP_12_22

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Occupational therapy education has seen an increase in rigor and scholarly expectations throughout the years as many programs transition to the doctoral level. Because of this, students continue to struggle with a fixed mindset of their perceived academic abilities. Increasing growth mindset in graduate occupational therapy students is described and further discussed in this article in order to facilitate the development of academically and emotionally prepared occupational therapy practitioners. Growth mindset examples are further described in congruence with the literature on student self-reports of what impacts their perceived ability of intelligence.

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