David Yeager's book '10 to 25′ about the mentor mindset

Recently, the book 10 to 25: The Science of Motivating Young People was published by David Yeager, an American professor of psychology. In this book, Yeager introduces the concept of the mentor mindset, an approach that combines high expectations and empathic support to effectively understand and support young people in the crucial life phase from 10 to 25 years old.

Criticism and overprotection don't work

Yeager begins the book by critically examining the way older generations often speak negatively about young people. Terms like “spoiled” or “uninterested” are ubiquitous, but Yeager argues that these approaches fall short of understanding the complex developmental stage that young people find themselves in. Rather than criticizing or overprotecting young people, Yeager advocates a mentoring mindset: an approach that combines high expectations with empathetic support and respect.

The Mentor Mindset: High Standards and Support

The mentor mindset is a style of mentoring in which mentors not only set high standards but also provide the support needed to achieve those standards. Yeager emphasizes that youth are most motivated when they are challenged to be the best they can be, while also knowing that they will be supported in overcoming obstacles. This balance of challenge and support is essential to youth’s personal and academic progress.

The Mentor Dilemma and Giving Wise Feedback

An important concept Yeager introduces is the mentor dilemma . This refers to the challenge mentors face in providing constructive feedback. On the one hand, honest criticism is necessary for growth, but on the other hand, there is a risk that youth may feel discouraged. Yeager introduces the concept of “giving feedback wisely”, where feedback communicates both high expectations and a belief in the youth’s potential. This helps youth view feedback as a tool for improvement rather than as personal criticism.

Status and respect: the motivations of young people

Yeager also discusses the “ status and respect hypothesis”, which posits that young people are particularly sensitive to issues of social status and respect. During adolescence and early adulthood, young people are highly focused on social recognition, which is deeply ingrained in the neurobiological development of their brains. This understanding is crucial for mentors because it suggests that respect and recognition are not only motivating factors, but also essential to young people’s self-esteem and behavioral development.

Transparency as a foundation of trust

Another key idea in the book is transparency. Yeager emphasizes that mentors must communicate clearly about their intentions and actions. Transparency helps prevent misunderstandings and builds trust between mentor and youth. Without transparency, even the best intentions can be misunderstood, leading to mistrust and decreased motivation. By being open and honest about why certain decisions are made or feedback is given, mentors can build stronger bonds with youth.

Connectedness: the importance of unity

The sense of belonging is a recurring theme in Yeager’s book. Not only is belonging a basic need, it is also a prerequisite for success and well-being. Young people who feel accepted and valued within their social groups perform better and are more engaged in their communities. Yeager discusses how a lack of belonging can lead to insecurity, avoidance, and poorer performance. By embracing a mentoring mindset, adults can help strengthen this sense of belonging, which is essential to young people’s well-being and academic achievement.

Stress as a catalyst for growth

Yeager offers a refreshing perspective on stress. Instead of always viewing stress as negative, he introduces the concept of “stress-can-be-enhancing belief”. This holds that stress, when approached correctly, can serve as a catalyst for personal growth and improved performance. By teaching young people to view stressful situations as challenges rather than threats, mentors can help them become more resilient and better prepared to face life’s challenges.

Purposefulness

Finding a meaningful purpose is another important aspect that Yeager explores. Young people who have a clear sense of purpose are often more motivated and engaged. Purpose acts as a compass that helps them overcome obstacles and focus on long-term goals. Yeager illustrates how mentors can help young people discover and pursue their passions and aspirations, which contributes to their overall motivation and well-being.

Inclusive excellence: equal opportunities for all

Yeager also introduces the concept of “ inclusive excellence ,” which combines high standards with equal access and support for all, regardless of background. This means that inclusivity does not come at the expense of quality, but rather emphasizes providing equal opportunities so that everyone can excel. This approach is particularly relevant to today’s schools, where diversity and inclusion are key. By embracing inclusive excellence, teachers and counselors can create a learning environment where all students feel seen and valued.

Future-oriented growth: sustainable impact

The book goes on to discuss “future-focused growth,” an approach to mentoring that focuses on developing sustainable skills and mindsets in youth. This means that mentors are not only focused on immediate support, but also on helping youth move forward independently, even after the mentoring relationship ends. This long-term perspective is crucial for fostering continued personal and professional growth in youth.

Conclusion: a changing approach to youth

I see David Yeager as an important researcher. Thanks in part to him, growth mindset research has been elevated over the past 10 years. Yeager has done groundbreaking research and introduced innovative insights. His book contains interesting perspectives that are useful for practice.

► The practical lesson for teachers and mentors: Apply the mentor mindset by setting high expectations, providing empathetic support, giving constructive feedback, creating relatedness, and approaching stress as a growth opportunity. This will enhance motivation, performance, and a positive learning environment in which students can develop optimally.

I did, however, associate the bookwith a statement by psychologist Walter Mischel (2008): “Psychologists often treat other people’s theories like toothbrushes – no self-respecting person wants to use someone else’s.” He added that, in order to create a cumulative science, it was necessary to build bridges between theories. For me, it is so natural to see and use mindset theory in combination with self-determination theory that I am surprised that Yeager does not mention this theory at all. Not his toothbrush?