Self-Directed Learning, Growth
Mindset, and Lifelong Learning
Name: Joseph Njuguna
Course: Associate BA
Instructor: Mohammed Hamad Ashraf
Date: October 13, 2025
Part 1: Learning Theory
Baldwin et al. (2020) note that applying the Uses and Gratification Theory (UGT) to
education “is a learner-centered approach that focuses on helping you take control of how
and what you learn” (Section 2.2). For me, this theory really highlights that motivation
comes from personal relevance. I feel most engaged when I can choose materials that
connect to my interests or learning style—like interactive videos, real-life examples, or
visual summaries. Knowing what sparks my curiosity helps me stay motivated and
intentional in my studies. It reminds me that learning isn’t just something I have to do—it’s
something I can shape to fit my goals and preferences.
Part 2: Growth Mindset
A growth mindset is the belief that intelligence and skills can improve with effort and
strategies, while a fixed mindset assumes these traits are static and unchangeable (Dweck,
2016).
Here’s a quick comparison I made while taking notes:
Concept Fixed Mindset Growth Mindset
View of ability Innate, unchangeable Can be developed
Response to challenge Avoids it Embraces it
Response to feedback Defensive Learns from it
Effort Seen as pointless Essential for growth
When I notice negative bias, I realize it often triggers a fixed mindset, making me feel
defensive or like I’ve “failed.” However, when I receive constructive feedback, I usually try
to adopt a growth mindset by reflecting on what I can learn and how I can improve.
One strategy I plan to use is reframing criticism as helpful information rather than personal
judgment. Delizonna (2017) explains that viewing feedback this way builds resilience and
encourages continuous improvement. For example, if a paper receives critical comments,
instead of feeling discouraged, I will identify actionable steps for next time—like clarifying
my thesis or reorganizing my argument. This makes feedback feel less like a judgment and
more like a tool for growth.
Part 3: Being a Life-Long Learner
Two strengths I’ve noticed in my learning process are self-discipline and curiosity. I’m good
at managing time and I genuinely enjoy exploring topics beyond assignments. Two
weaknesses are overanalyzing mistakes and hesitating to ask for help, which sometimes
slows my progress.
To become a self-directed, life-long learner, I plan to:
- Set small, achievable learning goals and track my progress.
- Use learning journals or apps to reflect regularly.
- Seek resources and strategies that fit my preferred learning style.
To develop G.R.I.T. (Growth, Resilience, Integrity, Tenacity), I will:
- Maintain a positive attitude toward challenges.
- Break larger goals into smaller, manageable tasks.
- Reflect on successes and areas for improvement weekly.
- Actively seek constructive feedback and apply it thoughtfully.
By focusing on my strengths, addressing weaknesses, and applying these strategies, I can
stay motivated, adaptable, and committed to lifelong learning—both academically and
professionally.
References (APA 7th Edition)
Baldwin, A., Fowles, E., & Livingston, J. (2020). Learning to learn online. University of the
People.
Delizonna, L. (2017, August 24). High-performing teams need psychological safety. Here’s
how to create it. Harvard Business Review. [Link]
teams-need-psychological-safety-heres-how-to-create-it
Dweck, C. S. (2016). Mindset: The new psychology of success. Random House.
Part 2 Notes File (Example Submission)
Growth Mindset Notes:
- Growth mindset = belief that abilities can improve with effort (Dweck, 2016)
- Fixed mindset = belief that intelligence is fixed
- Feedback: growth mindset → opportunity to learn, fixed mindset → threat
- Strategies: reframe failure as learning, practice self-compassion, set clear learning goals
- Personal reflection: noticing when negative bias triggers fixed mindset
