After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset — those who believe that abilities are fixed — are less likely to flourish than those with a growth mindset — those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment.
After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset — those who believe that abilities are fixed — are less likely to flourish than those with a growth mindset — those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment.
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Find Mindset:The New Psychology of Success Carol S. Dweck in PDF, EPUB, ebook, audiobook, print, or library editions.
Find Mindset:The New Psychology of Success Carol S. Dweck in PDF, EPUB, ebook, audiobook, print, or library editions.
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Research in developmental and social psychology has fundamentally reshaped how educators, leaders, and individuals approach achievement and human potential, largely through the framework presented in Mindset:The New Psychology of Success. Carol S. Dweck developed this theoretical model to demonstrate how implicit beliefs regarding individual abilities directly influence behavior, goal setting, and resilience in the face of failure.
By contrasting fixed mindsets—the view that intelligence and talent are unchangeable traits—with growth mindsets—the understanding that cognitive capacities and skills can be expanded through deliberate practice and effort—her work provides practical strategies for fostering sustained motivation across diverse educational and professional environments.
Carol Susan Dweck was born on October 17, 1946. She completed her undergraduate studies at Barnard College, Columbia University, earning a Bachelor of Arts in Psychology in 1967, and went on to obtain her Ph.D. in Psychology from Yale University in 1972. She subsequently served on the psychology faculties of the University of Illinois, the Laboratory of Human Development at Harvard University, and Columbia University, where she was appointed the William B. Ransford Professor of Psychology. In 2004, she joined Stanford University as the Lewis and Virginia Eaton Professor of Psychology.
Dweck's empirical contributions to personality and developmental research earned her election to the National Academy of Sciences in 2012. Her professional honors from the Association for Psychological Science include being named a James McKeen Cattell Fellow in 2013, receiving an APS Mentor Award in 2019, and being honored as an APS William James Fellow in 2020.
Dweck's published work bridges developmental, social, and personality psychology, maintaining a strong focus on empirical research while remaining accessible to broader audiences. Her primary analytical theme centers on self-conceptions and implicit self-theories, examining how people structure identity to guide motivation and self-regulation.
Her research frequently highlights the impact of praise on child development and academic outcomes. Dweck's findings show that praising innate intelligence promotes vulnerability to setbacks, whereas praising process, effort, and strategy encourages constructive responses to challenge and supports long-term achievement.
1 books in catalog
Research in developmental and social psychology has fundamentally reshaped how educators, leaders, and individuals approach achievement and human potential, largely through the framework presented in Mindset:The New Psychology of Success. Carol S. Dweck developed this theoretical model to demonstrate how implicit beliefs regarding individual abilities directly influence behavior, goal setting, and resilience in the face of failure.
By contrasting fixed mindsets—the view that intelligence and talent are unchangeable traits—with growth mindsets—the understanding that cognitive capacities and skills can be expanded through deliberate practice and effort—her work provides practical strategies for fostering sustained motivation across diverse educational and professional environments.
Carol Susan Dweck was born on October 17, 1946. She completed her undergraduate studies at Barnard College, Columbia University, earning a Bachelor of Arts in Psychology in 1967, and went on to obtain her Ph.D. in Psychology from Yale University in 1972. She subsequently served on the psychology faculties of the University of Illinois, the Laboratory of Human Development at Harvard University, and Columbia University, where she was appointed the William B. Ransford Professor of Psychology. In 2004, she joined Stanford University as the Lewis and Virginia Eaton Professor of Psychology.
Dweck's empirical contributions to personality and developmental research earned her election to the National Academy of Sciences in 2012. Her professional honors from the Association for Psychological Science include being named a James McKeen Cattell Fellow in 2013, receiving an APS Mentor Award in 2019, and being honored as an APS William James Fellow in 2020.
Dweck's published work bridges developmental, social, and personality psychology, maintaining a strong focus on empirical research while remaining accessible to broader audiences. Her primary analytical theme centers on self-conceptions and implicit self-theories, examining how people structure identity to guide motivation and self-regulation.
Her research frequently highlights the impact of praise on child development and academic outcomes. Dweck's findings show that praising innate intelligence promotes vulnerability to setbacks, whereas praising process, effort, and strategy encourages constructive responses to challenge and supports long-term achievement.
