Abstract
The implicit theories of ability (Dweck, 2008), also known as mindset, and Happenstance Learning Theory (HLT) complement each other in both understanding and intervention. Mindset is a framework for exploring the malleability of personal attributes that guide human behavior (Dweck, 1996). Career practitioners can help students engage in a growth mindset to move from feeling stuck to action. HLT calls for curiosity, persistence, flexibility, optimism, and risk-taking (Krumboltz, 2009), effectively aligned with behaviors of growth mindset to move from feeling stuck to action. HLT calls for curiosity, persistence, flexibility, optimism, and risk-taking (Krumboltz, 2009), effectively aligned with behaviors of growth mindset (Dweck et al., 1995). Career specialists in a post-secondary setting can use mindset with intentionality in their work with HLT. Specifically, career practitioners can declare majors or the time of graduation when they launch their careers. This will include working to prepare students for unplanned events such as the inability to secure an internship, changing their majors, or the shifting policy regarding classroom interaction and graduation expectations.