Dweck’s research has shown how self-theories thus play an important (and causal) role in challenge-seeking, self-regulation, and resilience and demonstrates how changing self-theories can result in important real-world changes in how people function. In contrast, students who are praised for their effort or their persistence develop a “growth mindset” with its emphasis on learning and resilience. Her research has shown that students who have a “fixed mindset”-the result of being praised for their intelligence-value looking smart over learning. Believing that effort can improve one’s talents-holding an “incremental” view of intelligence-makes an individual better able to deal with failure and stress, and more fit to pursue success. Her work bridges developmental psychology, social psychology, and personality psychology and examines the self-conceptions people use to structure the self and guide their behavior in achievement and interpersonal processes. She taught at Columbia University, Harvard University, and the University of Illinois before joining the Stanford faculty in 2004.ĭweck’s research finds that individuals vary by the extent to which they believe their intelligence and abilities to be either, more fixed and innate, or more malleable. Dweck, the Lewis and Virginia Eaton Professor of Psychology at Stanford University, is a leading researcher in the dynamics of motivation.
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