Mindset, By Carol S. Dweck, PH.D.

Book Description from Amazon.com
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World-renowned Stanford University psychologist Carol Dweck, in decades of research on achievement and success, has discovered a truly groundbreaking idea–the power of our mindset.

Dweck explains why it’s not just our abilities and talent that bring us success–but whether we approach them with a fixed or growth mindset.  She makes clear why praising intelligence and ability doesn’t foster self-esteem and lead to accomplishment, but may actually jeopardize success.  With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals–personal and professional.  Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area.

Taken from pages 71-72

“We praised some of the students for their ability.  They were told: ‘Wow you got [say] eight right.  That’s a really good score.  You must be smart at this.'”

“We praised other students for their effort: “Wow, you got [say] eight right.  That’s a really good score.  You must have worked really hard.’  They were not made to feel that they had some special gift; they were praised for doing what it takes to succeed.”

“Both groups were exactly equal to begin with.  But right after the praise, they began to differ.  As we feared, the ability praise pushed students right into the fixed mindset, and they showed all the signs of it, too: When we gave them a choice, they rejected a challenging new task that they could learn from.  They didn’t want to do anything that could expose heir flaws and call into question their talent.”

… “In contrast, when students were praised for effort, 90% of them wanted the challenging new task that they could learn from.”

“Then we gave them some hard new problems, which they didn’t do so well on.  The ability kids now thought they were not smart after all.  If success had meant they were intelligent, then less-than-success meant they were deficient.”

… “The effort kids simply thought the difficulty meant ‘Apply more effort.’  They didn’t see it as a failure, and they didn’t think it reflected on their intellect.”

Using Effort Tracker helps teachers “Praise the Effort”

 

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