Carol S Dweck Quotes

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Most experts and great leaders agree that leaders are made, not born, and that they are made through their own drive for learning and self-improvement.

Creating organizations that value a growth mindset can create contexts in which more people grow into the knowledgeable, visionary, and responsible leaders we need.

As human beings, it is natural for us to pick up signals about what is valued in our environment and to want to embody those values. But being superior and infallible isn't something to strive for. Those values do not encourage people to do what is good for their organization in the long run.

There is a long history of research showing that people are overconfident about their abilities. But it turns out that people in general are not overconfident about their abilities; people with a fixed mindset are overconfident.

I have seen schools across the country working long and hard to embed a commitment to the unlimited development of every student into their cultures. The result, in terms of motivated learners and test scores, often is spectacular.

Business leaders who openly acknowledge people's concerns about becoming obsolete and who invest resources in workers' growth can help create a nation of learners - and perhaps resolve some of the political chaos that's bubbling around us.

The loudest voices both in the U.S. and abroad often are those that preach hatred and exclusion. But hatred and exclusion will not bring employment.

Scholars are deeply gratified when their ideas catch on. And they are even more gratified when their ideas make a difference - improving motivation, innovation, or productivity, for example. But popularity has a price: people sometimes distort ideas and, therefore, fail to reap their benefits.

When entire companies embrace a growth mindset, their employees report feeling far more empowered and committed; they also receive far greater organizational support for collaboration and innovation.

People often confuse a growth mindset with being flexible or open-minded or with having a positive outlook - qualities they believe they've simply always had. My colleagues and I call this a false growth mindset.

Unproductive effort is never a good thing.

I loved everything. I loved sciences and I loved humanities. But ultimately, I felt that in the humanities, you know, you're writing about things that already exist. But in the sciences, you're discovering things that no one has known before. Ultimately I chose psychology because it seemed to combine science with things that I liked to think about.

'Hard-working' is what gets the job done. You just see that year after year. The students who thrive are not necessarily the ones who come in with the perfect scores. It's the ones who love what they're doing and go at it vigorously.

Do you think it is possible to increase your intellectual ability? For decades, I have studied the power of this belief to become reality and watched as the concept of maintaining a 'growth mindset' has taken root in education and parenting circles.

Males and females can both have a fixed mindset about math and science, but it hurts girls more because they are on the negative end of the stereotype.

When I went into psychology, there were very few women.

I had the great good fortune of getting my Ph.D. in the very first year that universities were actively seeking women faculty. The government was putting pressure on universities to hire more women.

We say women have made great strides: in biology, in many areas of chemistry, in many places, women are now the majority of medical students. But when I began my career, that wasn't the case. There were very strong stereotypes in biology and medicine.

Some students start thinking of their intelligence as something fixed, as carved in stone. They worry about, 'Do I have enough? Don't I have enough?'

What we found was that the greater proportion of process praise, the more likely the child was to have a mindset five years later that welcomed challenges and that represented traits as malleable, not a label you were stuck with.

Our message to parents is to focus on the process the child engages in, such as trying hard or focusing on the task - what specific things they're doing rather than, 'You're so smart. You're so good at this.' Although it's never too late to change, what you do early matters.

Chinese culture is already telling children to work hard. That's not growth mindset because they're working hard for the product, not for the growth or the joy of learning.

The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn.

I was very invested in being smart and thought to be smart was more important than accomplishing anything in life.

We found that process praise predicted the child's mindset and desire for challenge five years later.

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