American - Educator | October 17, 1946 -
'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.
Carol S. Dweck
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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.
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When I went into psychology, there were very few women.
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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.
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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.
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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?'
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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.
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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.
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The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn.
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We found that process praise predicted the child's mindset and desire for challenge five years later.
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When we praise children for their intelligence, we tell them that this is the name of the game: Look smart; don't risk making mistakes.
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In one world, effort is a bad thing. It, like failure, means you're not smart or talented. If you were, you wouldn't need effort. In the other world, effort is what makes you smart or talented.
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