Programmes help learners see themselves as learners who trust their experience and believe they can learn, shifting from a fixed view of themselves to seeing themselves as learners, which Kolb, drawing on Rogers, Freire and Dweck, treats as the starting point of learning from experience. A learning self trusts the process, seeks new experience and challenge, persists, learns from mistakes and from others' success; a fixed self uses negative self-talk, avoids risk and failure and feels threatened by others' success. Strategies include trusting one's experience, focusing on the longer-term process rather than single performances, redefining failure, regulating emotional reactions, risking losing, reassessing beliefs about one's abilities, monitoring self-talk and balancing success and failure accounts. Such identities can be changed by interventions in a safe space of unconditional positive regard, as a learning-to-learn mathematics course showed.
The graph holds this control, the 0 it maps to, and the evidence behind each claim, over MCP and REST.