Carol Dweck - Wikipedia
Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University.[1] Dweck is known for her work on the mindset psychological trait. She graduated from Barnard College in 1967 and earned a PhD from Yale University in 1972. She taught at Columbia University, Harvard University, and the University of Illinois before joining the Stanford faculty in 2004. Early years[edit] Carol Dweck was born in New York. Members of her sixth-grade class were seated in order of their IQ. Personal life[edit] Carol is married to David Goldman, who is a national theatre director and critic. Early career[edit] Dweck was always interested in people and learning why they do what they do. Her first job after graduate school was at the University of Illinois. In an interview in 2012, she states, "I was fascinated by how people cope with failure or obstacles. Mindset[edit] Goal of mindset[edit] Practicing mindset[edit] Recent[edit] Awards and honors[edit] Criticism[edit]
Why a 'Growth Mindset' Won't Work
Stanford professor Carol Dweck's work is being used all over the world. When we look at what school should epitomize...the growth mindset should be at the center. Many adults who work in schools say we need to get away from a fixed mindset, because a student's intelligence and future are not set. There is always room for growth. But what if our actions in school contribute to the reason why a growth mindset has a low effect size? Recently, John Hattie gave a keynote at the Annual Visible Learning Conference in San Antonio, Texas. As Hattie was going through the Skill, the Will and the Thrill of learning, he put up a slide that said, "Growth vs. We usually look for effect sizes that are .40 or above, which is what Hattie refers to as the Hinge Point. Students are conditioned to have a fixed mindset, and it's due to us. What can we do differently? First and foremost, we have to get away from having a fixed mindset because it has terrible implications for how we treat students. Besides...
Science Behind Growth Mindset
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Recent advances in neuroscience have shown us that the brain is far more malleable than we ever knew. At the same time that these neuroscientific discoveries were gaining traction, researchers began to understand the link between mindsets and achievement. In addition to teaching kids about malleable intelligence, researchers started noticing that teacher practice has a big impact on student mindset, and the feedback that teachers give their students can either encourage a child to choose a challenge and increase achievement or look for an easy way out. What does growth mindset teaching look like in the real world?
What is Mindset
Every so often a truly groundbreaking idea comes along. This is one. Mindset explains: Why brains and talent don’t bring success How they can stand in the way of it Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them How teaching a simple idea about the brain raises grades and productivity What all great CEOs, parents, teachers, athletes know Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.
What Having a “Growth Mindset” Actually Means
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. This has started to happen with my research on “growth” versus “fixed” mindsets among individuals and within organizations. To briefly sum up the findings: Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. “Growth mindset” has become a buzzword in many major companies, even working its way into their mission statements. I already have, and have always had, a growth mindset. Even if we correct these misconceptions, it’s still not easy to attain a growth mindset. To remain in a growth zone, we must identify and work with these triggers.
Science & Nature - Human Body and Mind - Mind - Personality
Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives
“If you imagine less, less will be what you undoubtedly deserve,” Debbie Millman counseled in one of the best commencement speeches ever given, urging: “Do what you love, and don’t stop until you get what you love. Work as hard as you can, imagine immensities…” Far from Pollyanna platitude, this advice actually reflects what modern psychology knows about how belief systems about our own abilities and potential fuel our behavior and predict our success. Much of that understanding stems from the work of Stanford psychologist Carol Dweck, synthesized in her remarkably insightful Mindset: The New Psychology of Success (public library) — an inquiry into the power of our beliefs, both conscious and unconscious, and how changing even the simplest of them can have profound impact on nearly every aspect of our lives. One of the most basic beliefs we carry about ourselves, Dweck found in her research, has to do with how we view and inhabit what we consider to be our personality.
Big Five personality traits
In psychology, the Big Five personality traits are five broad domains or dimensions of personality that are used to describe human personality. The theory based on the Big Five factors is called the five-factor model (FFM).[1] The five factors are openness, conscientiousness, extraversion, agreeableness, and neuroticism. Acronyms commonly used to refer to the five traits collectively are OCEAN, NEOAC, or CANOE. Beneath each global factor, a cluster of correlated and more specific primary factors are found; for example, extraversion includes such related qualities as gregariousness, assertiveness, excitement seeking, warmth, activity, and positive emotions.[2]:24 The Big Five model is able to account for different traits in personality without overlapping. §Five factors[edit] A summary of the factors of the Big Five and their constituent traits, such that they form the acronym OCEAN:[4] Openness to experience: (inventive/curious vs. consistent/cautious). §Openness to experience[edit]
Growth Mindset Quote
