Carol Dweck Growth Mindset Quotes

Why waste time proving over and over how great you are, when you could be getting better? Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow? And why seek out the tried and true, instead of experiences that will stretch you? The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.

Mindset change is not about picking up a few pointers here and there. It's about seeing things in a new way. When people...change to a growth mindset, they change from a judge-and-be-judged framework to a learn-and-help-learn framework. Their commitment is to growth, and growth take plenty of time, effort, and mutual support.

In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome . They’re tackling problems, charting new courses, working on important issues. Maybe they haven’t found the cure for cancer, but the search was deeply meaningful.

The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.

Many growth-minded people didn’t even plan to go to the top. They got there as a result of doing what they love. It’s ironic: The top is where the fixed-mindset people hunger to be, but it’s where many growth-minded people arrive as a by-product of their enthusiasm for what they do.

Finding #2: Those with the growth mindset found setbacks motivating. They’re informative. They’re a wake-up call.

IF, like those with the growth mindset, you believe you can develop yourself, then you're open to accurate information about your current abilities, even it it's unflattering. What's more, if you're oriented toward learning, as they are, you need accurate information about your current abilities in order to learn effectively

remarkable thing I’ve learned from my research is that in the growth mindset, you don’t always need confidence. What I mean is that even when you think you’re not good at something, you can still plunge into it wholeheartedly and stick to it. Actually, sometimes you plunge into something because you’re not good at it.

When people with the fixed mindset opt for success over growth, what are they really trying to prove? That they’re special. Even superior.

Even in the growth mindset, failure can be a painful experience. But it doesn't define you. It's a problem to be faced, dealt with, and learned from.

Yes, he was depressed, but he was coping the way people in the growth mindset tend to cope—with determination.

As growth-minded leaders, they start with a belief in human potential and development—both their own and other people’s. Instead of using the company as a vehicle for their greatness, they use it as an engine of growth—for themselves, the employees, and the company as a whole.

In fact, every word and action can send a message. It tells children—or students, or athletes—how to think about themselves. It can be a fixed-mindset message that says: You have permanent traits and I’m judging them. Or it can be a growth-mindset message that says: You are a developing person and I am interested in your development.

The students with growth mindset completely took charge of their learning and motivation.

When you enter a mindset, you enter a new world. In one world--the world of fixed traits--success is about proving you're smart or talented. Validating yourself. In the other--the world of changing qualities--it's about stretching yourself to learn something new. Developing yourself.

The growth mindset allows people to value what they’re doing regardless of the outcome.

Are there situations where you get stupid—where you disengage your intelligence? Next time you’re in one of those situations, get yourself into a growth mindset—think about learning and improvement, not judgment—and hook it back up.

The growth mindset also doesn't mean everything that can be changed should be changed. We all need to accept some of our imperfections, especially the ones that don't really harm our lives or the lives of others.

What allowed me to take that first step, to choose growth and risk rejection? In the fixed mindset, I had needed my blame and bitterness. It made me feel more righteous, powerful, and whole than thinking I was at fault. The growth mindset allowed me to give up the blame and move on. The growth mindset gave me a mother.

Is there something in your past that you think measured you? A test score? A dishonest or callous action? Being fired from a job? Being rejected? Focus on that thing. Feel all the emotions that go with it. Now put it in a growth-mindset perspective. Look honestly at your role in it, but understand that it doesn’t define your intelligence or personality. Instead, ask: What did I (or can I ) learn from that experience? How can I use it as a basis for growth? Carry that with you instead.

When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them. And if abilities can be expanded—if change and growth are possible—then there are still many paths to success.

People with the growth mindset know that it takes time for potential to flower.

growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles.

All of these people had character. None of them thought they were special people, born with the right to win. They were people who worked hard, who learned how to keep their focus under pressure, and who stretched beyond their ordinary abilities when they had to.

Picture your ideal love relationship. Does it involve perfect compatibility—no disagreements, no compromises, no hard work? Please think again. In every relationship, issues arise. Try to see them from a growth mindset: Problems can be a vehicle for developing greater understanding and intimacy. Allow your partner to air his or her differences, listen carefully, and discuss them in a patient and caring manner. You may be surprised

When people are in a growth mindset, the stereotype doesn’t disrupt their performance. The growth mindset takes the teeth out of the stereotype and makes people better able to fight back. They don’t believe in permanent inferiority. And if they are behind—well, then they’ll work harder, seek help and try to catch up. The growth mindset also makes people able to take what they can and what they need even from a threatening environment.

The more depressed people with the growth mindset felt, the more they took action to confront their problems, the more they made sure to keep up with their schoolwork, and the more they kept up with their lives. The worse they felt, the more determined they became!

Math and science need to be made more hospitable places for women. And women need all the growth mindset they can get to take their rightful places in these fields.

fixed mindset makes you concerned with how you’ll be judged; the growth mindset makes you concerned with improving.

It’s the parents who respond to their children’s setbacks with interest and treat them as opportunities for learning who are transmitting a growth mindset to their children.

However, this point is crucial: The growth mindset does allow people to love what they're doing -- and to continue to love it in the face of difficulties.

Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value.

This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way—in their initial talents and aptitudes, interests, or temperaments—everyone can change and grow through application and experience.

studies show that people are terrible at estimating their abilities. Recently, we set out to see who is most likely to do this. Sure, we found that people greatly misestimated their performance and their ability. But it was those with the fixed mindset who accounted for almost all the inaccuracy. The people with the growth mindset were amazingly accurate. When you think about it, this makes sense. If, like those with the growth mindset, you believe you can develop yourself, then you’re open to accurate information about your current abilities, even if it’s unflattering.

So what should we praise? The effort, the strategies, the doggedness and persistence, the grit people show, the resilience that they show in the face of obstacles, that bouncing back when things go wrong and knowing what to try next. So I think a huge part of promoting a growth mindset in the workplace is to convey those values of process, to give feedback, to reward people engaging in the process, and not just a successful outcome.

People with the growth mindset, however, believe something very different. For them, even geniuses have to work hard for their achievements. And what's so heroic, they would say, about having a gift? They may appreciate endowment, but they admire effort, for no matter what your ability is, effort is what ignites that ability and turns it into accomplishment.

chose executives on the basis of “runway,” their capacity for growth.

The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning.

This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts.

The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset.

Stanford University psychologist Carol Dweck, author of Mindset: The Psychology of Success, discovered in her research that the most successful people are those with a growth mindset

It’s the parents who respond to their children’s setbacks with interest and treat them as opportunities for learning who are transmitting a growth mindset to their children. These parents think setbacks are good things that should be embraced, and that setbacks should be used as a platform for learning. They address the setback head-on and talk to their children about the next steps for learning.

As Morgan McCall, in his book High Flyers, points out, “Unfortunately, people often like the things that work against their growth.… People like to use their strengths … to achieve quick, dramatic results, even if … they aren’t developing the new skills they will need later on. People like to believe they are as good as everyone says … and not take their weaknesses as seriously as they might. People don’t like to hear bad news or get criticism.… There is tremendous risk … in leaving what one does well to attempt to master something new.” And the fixed mindset makes it seem all that much riskier.

Like my sixth-grade teacher, Mrs. Wilson, these teachers preached and practiced the fixed mindset. In their classrooms, the students who started the year in the high-ability group ended the year there, and those who started the year in the low-ability group ended the year there. But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings.

People in a growth mindset don’t just seek challenge, they thrive on it. The bigger the challenge, the more they stretch. And nowhere can it be seen more clearly than in the world of sports. You can just watch people stretch and grow.

Is there something in your past that you think measured you? A test score? A dishonest or callous action? Being fired from a job? Being rejected? Focus on that thing. Feel all the emotions that go with it. Now put it in a growth-mindset perspective. Look honestly at your role in it, but understand that it doesn’t define your intelligence or personality. Instead, ask: What did I (or can I ) learn from that experience? How can I use it as a basis for growth? Carry that with you instead.

The idea that one evaluation can measure you forever is what creates the urgency for those with the fixed mindset. That’s why they must succeed perfectly and immediately. Who can afford the luxury of trying to grow when everything is on the line right now?

The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies. Whether we’re talking about Darwin or college students, important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning. This is what the growth mindset gives people, and that’s why it helps their abilities grow and bear fruit.

Many growth-minded people didn't even plan to go to the top They got there as a result of doing what they love. It's ironic: The top is where the fixed-mindset people hunger to be, but it's where many growth-minded people arrive as a by-product of their enthusiasm for what they do.

When people are in a growth mindset, the stereotype doesn’t disrupt their performance. The growth mindset takes the teeth out of the stereotype and makes people better able to fight back. They don’t believe in permanent inferiority. And if they are behind—well, then they’ll work harder and try to catch up.

In fact, every word and action can send a message. It tells children—or students, or athletes—how to think about themselves. It can be a fixed-mindset message that says: You have permanent traits and I’m judging them. Or it can be a growth-mindset message that says: You are a developing person and I am committed to your development.

This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others. Although people may differ in every which way—in their initial talents and aptitudes, interests, or temperaments—everyone can change and grow through application and experience.

We as educators must take seriously our responsibility to create growth-mindset-friendly environments - where kids feel safe from judgement, where they understand that we believe in their potential to grow, and where they know that we are totally dedicated to collaborating with them on their learning. We are in the business of helping kids thrive, not finding reasons why they can’t.

There’s another mindset in which these traits are not simply a hand you’re dealt and have to live with, always trying to convince yourself and others that you have a royal flush when you’re secretly worried it’s a pair of tens. In this mindset, the hand you’re dealt is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts.

The fixed- and growth-mindset groups started with the same ability, but as time went on the growth-mindset groups clearly outperformed the fixed-mindset ones. And this difference became ever larger the longer the groups worked. Once again, those with the growth mindset profited from their mistakes and feedback far more than the fixed-mindset people. But what was even more interesting was how the groups functioned. The members of the growth-mindset groups were much more likely to state their honest opinions and openly express their disagreements as they communicated about their management decisions. Everyone was part of the learning process. For the fixed-mindset groups—with their concern about who was smart or dumb or their anxiety about disapproval for their ideas—that open, productive discussion did not happen. Instead, it was more like groupthink.

Friendships, like partnerships, are places where we have a chance to enhance each other’s development, and to validate each other. Both are important. Friends can give each other the wisdom and courage to make growth-enhancing decisions, and friends can reassure each other of their fine qualities. Despite the dangers of praising traits, there are times when we need reassurance about ourselves: “Tell me I’m not a bad person for breaking up with my boyfriend.” “Tell me I’m not stupid even though I bombed on the exam.

Is there another way to judge potential? NASA thought so. When they were soliciting applications for astronauts, they rejected people with pure histories of success and instead selected people who had had significant failures and bounced back from them. Jack Welch, the celebrated CEO of General Electric, chose executives on the basis of “runway,” their capacity for growth. And remember Marina Semyonova, the famed ballet teacher, who chose the students who were energized by criticism. They were all rejecting the idea of fixed ability and selecting instead for mindset.

With the threat of failure looming, students with the growth mindset set instead mobilized their resources for learning. They told us that they, too, sometimes felt overwhelmed, but their response was to dig in and do what it takes. They were like George Danzig. Who? George Danzig was a graduate student in math at Berkeley. One day, as usual, he rushed in late to his math class and quickly copied the two homework problems from the blackboard. When he later went to do them, he found them very difficult, and it took him several days of hard work to crack them open and solve them. They turned out not to be homework problems at all. They were two famous math problems that had never been solved.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance. The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place. After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up. What does this mean? First, it means that our best bet is not simply to hire the most talented managers we can find and turn them loose, but to look for managers who also embody a growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles. It also means we need to train leaders, managers, and employees to believe in growth, in addition to training them in the specifics of effective communication and mentoring. Indeed, a growth mindset workshop might be a good first step in any major training program. Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value. With a belief in development, such programs give meaning to the term “human resources” and become a means of tapping enormous potential.

5.  Stop labeling your children. Refrain from saying, “Julie is the smart one and Frank is the artist.” Remember the negative consequences. Use a growth-mindset approach.

A fixed mindset is defined as a limiting belief that hinders performance and asserts that personality, ability and talent levels are permanent. In contrast, a growth mindset offers unlimited potential.

With the right mindset and the right teaching, people are capable of much more than expected. A teacher with a growth mindset asks: How can I teach the students? and What is the best method for them to learn?  The potential for success with this approach was proven with Jaime Escalante, a teacher who taught calculus to inner-city Hispanic students.

Falko Rheinberg, a German researcher, studied teachers demonstrating the fixed and growth mindsets. The achievements level of fixed mindset teachers remained unchanged. But under the direction of a growth mindset teacher, both low- and high-achieving students excelled by the end of the year.

there are countless reasons to adopt and practice a growth mindset instead of a fixed mindset, and such development is not only hugely desirable, it is within our grasp in all areas of our lives.

If, like those with the growth mindset, you believe you can develop yourself, then you’re open to accurate information about your current abilities, even if it’s unflattering.

A related character approach that operates under the trade name Brainology claims that one thousand schools are now using its “growth mind-set” based on Carol Dweck’s book, Mindset (2006). Dweck’s work is included on the suggested reading list used by Levin and Duckworth for their online course mentioned above. Brainology cites unpublished research that shows teaching the growth mind-set “boosts motivation and achievement

When people—couples, coaches and athletes, managers and workers, parents and children, teachers and students—change to a growth mindset, they change from a judge-and-be-judged framework to a learn-and-help-learn framework. Their commitment is to growth, and growth takes plenty of time, effort, and mutual support. Learn

But are challenge and love enough? Not quite. All great teachers teach students how to reach the high standards. Collins and Esquith didn’t hand their students a reading list and wish them bon voyage. Collins’s students read and discussed every line of Macbeth in class. Esquith spent hours planning what chapters they would read in class. “I know which child will handle the challenge of the most difficult paragraphs, and carefully plan a passage for the shy youngster … who will begin his journey as a good reader. Nothing is left to chance.… It takes enormous energy, but to be in a room with young minds who hang on every word of a classic book and beg for more if I stop makes all the planning worthwhile.” What are they teaching the students en route? To love learning. To eventually learn and think for themselves. And to work hard on the fundamentals. Esquith’s class often met before school, after school, and on school vacations to master the fundamentals of English and math, especially as the work got harder. His motto: “There are no shortcuts.” Collins echoes that idea as she tells her class, “There is no magic here. Mrs. Collins is no miracle worker. I do not walk on water, I do not part the sea. I just love children and work harder than a lot of people, and so will you.” DeLay expected a lot from her students, but she, too, guided them there. Most students are intimidated by the idea of talent, and it keeps them in a fixed mindset. But DeLay demystified talent. One student was sure he couldn’t play a piece as fast as Itzhak Perlman. So she didn’t let him see the metronome until he had achieved it. “I know so surely that if he had been handling that metronome, as he approached that number he would have said to himself, I can never do this as fast as Itzhak Perlman, and he would have stopped himself.” Another student was intimidated by the beautiful sound made by talented violinists. “We were working on my sound, and there was this one note I played, and Miss DeLay stopped me and said, ‘Now that is a beautiful sound.’ ” She then explained how every note has to have a beautiful beginning, middle, and end, leading into the next note. And he thought, “Wow! If I can do it there, I can do it everywhere.” Suddenly the beautiful sound of Perlman made sense and was not just an overwhelming concept. When students don’t know how to do something and others do, the gap seems unbridgeable. Some educators try to reassure their students that they’re just fine as they are. Growth-minded teachers tell students the truth and then give them the tools to close the gap. As Marva Collins said to a boy who was clowning around in class, “You are in sixth grade and your reading score is 1.1. I don’t hide your scores in a folder. I tell them to you so you know what you have to do. Now your clowning days are over.” Then they got down to work.

Why waste time proving over and over how great you are, when you could be getting better? Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow? And why seek out the tried and true, instead of experiences that will stretch you? The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives. A

The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives. A

This point is also crucial. In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome. They’re tackling problems, charting new courses, working on important issues. Maybe they haven’t found the cure for cancer, but the search was deeply meaningful.

We tell them that an ability can be learned and that the task will give them a chance to do that. Or we have them read a scientific article that teaches them the growth mindset. The article describes people who did not have natural ability, but who developed exceptional skills.

The women with the growth mindset—those who thought math ability could be improved—felt a fairly strong and stable sense of belonging.

Success wasn’t determined by natural ability. Something else was happening. The work of renowned Stanford psychology professor Carol Dweck offers one possible explanation. Dweck spent decades working with elementary school students, interviewing professional athletes, and studying business leaders to discover why some people managed to fulfill their potential while others failed. Her landmark conclusion was that it all came down to individual mindset. Most people have either a growth mindset or a fixed mindset, Dweck suggested. People with fixed mindsets believe that their skills and abilities are set. They see themselves as being either good or bad at something and tend to focus their efforts on tasks and careers where they feel they have a natural ability. People with growth mindsets believe that success is the result of learning, hard work, and determination. They think that they can achieve their true potential through effort. As a result, they thrive on challenges and often have a passion for learning. They are also more likely to treat failure as “a parking ticket, not a car wreck.” They’re more resilient, have more self-confidence, and tend to be happier.

An organization might embody a fixed mindset, conveying that employees either 'have it' or they don't: We called this a 'culture of genius.' Or it might embody more of a growth mindset, conveying that people can grow and improve with effort, good strategies, and good mentoring: We call this a 'culture of development.

People with the growth mindset hoped for a different kind of partner. They said their ideal mate was someone who would: See their faults and help them to work on them. Challenge them to become a better person. Encourage them to learn new things.

Most students started out pretty interested in chemistry. Yet over the semester, something happened. Students with the fixed mindset stayed interested only when they did well right away. Those who found it difficult showed a big drop in their interest and enjoyment. If it wasn’t a testimony to their intelligence, they couldn’t enjoy it. “The harder it gets,” reported one student, “the more I have to force myself to read the book and study for the tests. I was excited about chemistry before, but now every time I think about it, I get a bad feeling in my stomach.” In contrast, students with the growth mindset continued to show the same high level of interest even when they found the work very challenging. “It’s a lot more difficult for me than I thought it would be, but it’s what I want to do, so that only makes me more determined. When they tell me I can’t, it really gets me going.” Challenge and interest went hand in hand.

fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome.

Through her breakthrough research, Carol Dweck has given us a defense to a fixed-mindset while promoting its antithesis: growth. Never praise talent or ability, either for yourself or for a child. Instead, praise the process-principle. Praise improvements, habits, growth, and efforts. Praise how far you’ve come, and one day, you’ll praise your results.

…You decide that, rather than trying to talk out of the fixed mindset [to your kid], you have to live the growth mindset, you have to live the growth mindset. AT the dinner table each evening, you and your partner structure the discussion around the growth mindset, asking each child (and each other): “What did you learn today?” “What mistake did you make that taught you something?” “What did you try hard at today?” You go around the table with each question, excitedly discussing your own and one another’s effort, strategies, setbacks, and learning.

It’s ironic: The top is where the fixed-mindset people hunger to be, but it’s where many growth-minded people arrive as a by-product of their enthusiasm for what they do.

Even in the growth mindset, failure can be a painful experience. But it doesn’t define you. It’s a problem to be faced, dealt with, and learned from.

The last option (tell her she didn’t deserve to win) seems hardhearted under the circumstances. And of course you wouldn’t say it quite that way. But that’s pretty much what her growth-minded father told her. Here’s what he actually said: “Elizabeth, I know how you feel. It’s so disappointing to have your hopes up and to perform your best but not to win. But you know, you haven’t really earned it yet. There were many girls there who’ve been in gymnastics longer than you and who’ve worked a lot harder than you. If this is something you really want, then it’s something you’ll really have to work for.” He also let Elizabeth know that if she wanted to do gymnastics purely for fun, that was just fine. But if she wanted to excel in the competitions, more was required.

Learning the nuts and bolts of the company could later give you a big advantage. All of our top growth-mindset CEOs knew their companies from top to bottom, inside out, and upside down.

Every lapse doesn’t spell doom. It’s like anything else in the growth mindset. It’s a reminder that you’re an unfinished human being and a clue to how to do it better next time.

This caveat applies to teachers, too! In one study, we taught students a math lesson spiced up with some math history, namely, stories about great mathematicians. For half of the students, we talked about the mathematicians as geniuses who easily came up with their math discoveries. This alone propelled students into a fixed mindset. It sent the message: There are some people who are born smart in math and everything is easy for them. Then there are the rest of you. For the other half of the students, we talked about the mathematicians as people who became passionate about math and ended up making great discoveries. This brought students into a growth mindset. The message was: Skills and achievement come through commitment and effort. It’s amazing how kids sniff out these messages from our innocent remarks.

Those who have a growth mindset agree that: “You can always substantially change how intelligent you are.” Later, we looked at who said yes to the English course. Students with the growth mindset said an emphatic yes. But those with the fixed mindset were not very interested. Believing that success is about learning, students with the growth mindset seized the chance. But those with the fixed mindset didn’t want to expose their deficiencies. Instead, to feel smart in the short run, they were willing to put their college careers at risk. This is how the fixed mindset makes people into nonlearners.

I use examples of people who made it to the top to show how far the growth mindset can take you: Believing talents can be developed allows people to fulfill their potential. However, this point is crucial: The growth mindset does allow people to love what they’re doing—and to continue to love it in the face of difficulties. The growth-minded athletes, CEOs, musicians, or scientists all loved what they did, whereas many of the fixed-minded ones did not. Many growth-minded people didn’t even plan to go to the top. They got there as a result of doing what they love. It’s ironic: The top is where the fixed-mindset people hunger to be, but it’s where many growth-minded people arrive as a by-product of their enthusiasm for what they do. This point is also crucial. In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome. They’re tackling problems, charting new courses, working on important issues. Maybe they haven’t found the cure for cancer, but the search was deeply meaningful.

But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings. The group differences had simply disappeared under the guidance of teachers who taught for improvement, for these teachers had found a way to reach their “low-ability” students.

Darla, a third grader, was overweight, awkward, and a “crybaby.” She was such a prime target that half of the class bullied her, hitting her and calling her names on a daily basis—and winning one another’s approval for it. Several years later, because of Davis’s program, the bullying had stopped. Darla had learned better social skills and even had friends. Then Darla went to middle school and, after a year, came back to report what had happened. Her classmates from elementary school had seen her through. They’d helped her make friends and protected her from her new peers when they wanted to harass her. Davis also gets the bullies changing. In fact, some of the kids who rushed to Darla’s support in middle school were the same ones who had bullied her earlier. What Davis does is this. First, while enforcing consistent discipline, he doesn’t judge the bully as a person. No criticism is directed at traits. Instead, he makes them feel liked and welcome at school every day. Then he praises every step in the right direction. But again, he does not praise the person; he praises their effort. “I notice that you have been staying out of fights. That tells me you are working on getting along with people.” You can see that Davis is leading students directly to the growth mindset. He is helping them see their actions as part of an effort to improve. Even if the change was not intentional on the part of the bullies, they may now try to make it so.

In a growth mindset, challenges are exciting rather than threatening. So rather than thinking, oh, I’m going to reveal my weaknesses, you say, wow, here’s a chance to grow.

Many females have a problem not only with stereotypes, but with other people’s opinions of them in general. They trust them too much... This vulnerability afflicts many of the most able, high-achieving females. Why should this be? When they’re little, these girls are often so perfect, and they delight in everyone’s telling them so. They’re so well behaved, they’re so cute, they’re so helpful, and they’re so precocious. Girls learn to trust people’s estimates of them. “Gee, everyone’s so nice to me; if they criticize me, it must be true.” Even females at the top universities in the country say that other people’s opinions are a good way to know their abilities. Boys are constantly being scolded and punished. When we observed in grade school classrooms, we saw that boys got eight times more criticism than girls for their conduct. Boys are also constantly calling each other slobs and morons. The evaluations lose a lot of their power. Even when women reach the pinnacle of success, other people’s attitudes can get them... The fixed mindset, plus stereotyping, plus women’s trust in people’s assessments: I think we can begin to understand why there’s a gender gap in math and science. That gap is painfully evident in the world of high tech. Julie Lynch, a budding techie, was already writing computer code when she was in junior high school. Her father and two brothers worked in technology, and she loved it, too. Then her computer programming teacher criticized her. She had written a computer program and the program ran just fine, but he didn’t like a shortcut she had taken. Her interest evaporated. Instead, she went on to study recreation and public relations. Math and science need to be made more hospitable places for women. And women need all the growth mindset they can get to take their rightful places in these fields.

Bullying is about judging. It’s about establishing who is more worthy or important. The more powerful kids judge the less powerful kids. They judge them to be less valuable human beings, and they rub their faces in it on a daily basis. And it’s clear what the bullies get out of it. Like the boys in Sheri Levy’s study, they get a boost in self-esteem. It’s not that bullies are low in self-esteem, but judging and demeaning others can give them a self-esteem rush. Bullies also gain social status from their actions. Others may look up to them and judge them to be cool, powerful, or funny. Or may fear them. Either way, they’ve upped their standing. There’s a big dose of fixed-mindset thinking in the bullies: Some people are superior and some are inferior. And the bullies are the judges. Eric Harris, one of the Columbine shooters, was their perfect target. He had a chest deformity, he was short, he was a computer geek, and he was an outsider, not from Colorado. They judged him mercilessly. When we hear about acts of school violence, we usually think it’s only bad kids from bad homes who could ever take matters into their own hands. But it’s startling how quickly average, everyday kids with a fixed mindset think about violent revenge. In our study, the students with the growth mindset were not as prone to see the bullying as a reflection of who they were. Instead, they saw it as a psychological problem of the bullies, a way for the bullies to gain status or charge their self-esteem: “I’d think that the reason he is bothering me is probably that he has problems at home or at school with his grades.” Or “They need to get a life—not just feel good if they make me feel bad.” Their plan was often designed to educate the bullies: “I would really actually talk to them. I would ask them questions (why are they saying all of these things and why are they doing all of this to me).” Or “Confront the person and discuss the issue; I would feel like trying to help them see they are not funny.” The students with the growth mindset also strongly agreed that: “I would want to forgive them eventually” and “My number one goal would be to help them become better people.

You can even see the difference in people’s brain waves. People with both mindsets came into our brain-wave lab at Columbia. As they answered hard questions and got feedback, we were curious about when their brain waves would show them to be interested and attentive. People with a fixed mindset were only interested when the feedback reflected on their ability. Their brain waves showed them paying close attention when they were told whether their answers were right or wrong. But when they were presented with information that could help them learn, there was no sign of interest. Even when they’d gotten an answer wrong, they were not interested in learning what the right answer was. Only people with a growth mindset paid close attention to information that could stretch their knowledge. Only for them was learning a priority.

To determine a company’s mindset, we asked a diverse sample of employees at each organization how much they agreed with statements like these: When it comes to being successful, this company seems to believe that people have a certain amount of talent, and they can’t really do much to change it (fixed mindset). This company values natural intelligence and business talent more than any other characteristics (also fixed mindset). This company genuinely values the personal development and growth of its employees (growth mindset).

A growth mindset is about believing people can develop their abilities.

Those with the growth mindset were the ones who showed the most character or heart. They were the ones who had the minds of champions

The fixed mindset stands in the way of development and change. The growth mindset is a starting point for change,

Is there another way to judge potential? NASA thought so. When they were soliciting applications for astronauts, they rejected people with pure histories of success and instead selected people who had had significant failures and bounced back from them. Jack Welch, the celebrated CEO of General Electric, chose executives on the basis of “runway,” their capacity for growth. And remember Marina Semyonova, the famed ballet teacher, who chose the students who were energized by criticism. They were all rejecting the idea of fixed ability and selecting instead for mindset. Proving

The top is where the fixed-mindset people hunger to be, but it’s where many growth-minded people arrive as a by-product of their enthusiasm for what they do.