Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
