Misplaced Pages

Carol Dweck: Difference between revisions

Article snapshot taken from Wikipedia with creative commons attribution-sharealike license. Give it a read and then ask your questions in the chat. We can research this topic together.
Browse history interactively← Previous editNext edit →Content deleted Content addedVisualWikitext
Revision as of 18:28, 21 June 2023 editDavemck (talk | contribs)Extended confirmed users120,512 editsm Clean up duplicate template arguments using findargdups; fix ref errors← Previous edit Revision as of 20:04, 21 June 2023 edit undo2601:246:c200:4619:a4f6:8a76:9987:e7c2 (talk) →Mindset work: Completed the Moorehead OneDublin citation.Tag: possible unreferenced addition to BLPNext edit →
Line 43: Line 43:
<!--Note, presenting wikilcnks and offering a main page on a subject do not satisfy WP:VERIFY, which requires sources appear to support text in every article.--> <!--Note, presenting wikilcnks and offering a main page on a subject do not satisfy WP:VERIFY, which requires sources appear to support text in every article.-->
<!--IN REFERENCING THIS SECTION, PLEASE CHECK CONTENT TO SOURCE, AND EDIT CONTENT AS NECESSARY SO TEXT SAYS WHAT SOURCE SAYS. Otherwise it will fail later verification.--> <!--IN REFERENCING THIS SECTION, PLEASE CHECK CONTENT TO SOURCE, AND EDIT CONTENT AS NECESSARY SO TEXT SAYS WHAT SOURCE SAYS. Otherwise it will fail later verification.-->
Dweck's key contribution to social psychology relates to ],{{says who|date = June 2023}} described in her 2006 book '']''. According to Dweck, individuals can be placed on a continuum according to their implicit views of where ability comes from; those believing their success to be based on innate ability are said to have a "fixed" theory of intelligence (fixed mindset), and those believing their success is based on hard work, learning, training and doggedness are said to have a "growth" or an "incremental" theory of intelligence (]).{{fact|date = June 2023}} Dweck's definition of fixed and growth mindsets from a 2012 interview: Dweck's key contribution to social psychology relates to ],{{says who|date = June 2023}} described in her 2006 book '']''. According to Dweck, individuals can be placed on a continuum according to their implicit views of where ability comes from; those believing their success to be based on innate ability are said to have a "fixed" theory of intelligence (fixed mindset), and those believing their success is based on hard work, learning, training and doggedness are said to have a "growth" or an "incremental" theory of intelligence (]).{{fact|date = June 2023}} In 2012, Dweck defined fixed and growth mindsets, in interview, in this way:{{update after}}<!--A decade is a long time, it is possible her construct has changed since, and verbal presentations in interview are perhaps not best source for formal statement of conceptual social science definitions.-->


{{Blockquote|In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.<ref name=":2">{{cite news|url=https://onedublin.org/2012/06/19/stanford-universitys-carol-dweck-on-the-growth-mindset-and-education/|title=Stanford University's Carol Dweck on the Growth Mindset and Education|date=June 19, 2012|work=OneDublin.org|access-date=November 26, 2019}}</ref>}}<!-- {{Blockquote|In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.<ref name=":2">{{cite web | author = Morehead, James & Dweck, Carol | date = June 19, 2012 | title=Stanford University's Carol Dweck on the Growth Mindset and Education | work=] | url=https://onedublin.org/2012/06/19/stanford-universitys-carol-dweck-on-the-growth-mindset-and-education/ | access-date=June 21, 2023}}</ref>}}<!--


This is important because This is important because

Revision as of 20:04, 21 June 2023

American psychologist
Carol Dweck
Carol Dweck speaking for the documentary Innovation: Where Creativity and Technology Meet in 2015
BornCarol Susan Dweck
(1946-10-17) October 17, 1946 (age 78)
NationalityAmerican
Alma materBarnard College
Yale University (PhD)
Awards
Scientific career
FieldsSocial psychology
Developmental psychology
InstitutionsStanford University
Columbia University
Harvard University
University of Illinois
ThesisThe Role of Expectations and Attributions in the Alleviation of Learned Helplessness in a Problem-Solving Situation (1972)
Websiteprofiles.stanford.edu/carol-dweck Edit this at Wikidata
This article may rely excessively on sources too closely associated with the subject, potentially preventing the article from being verifiable and neutral. Please help improve it by replacing them with more appropriate citations to reliable, independent, third-party sources. (June 2023) (Learn how and when to remove this message)

Carol Susan Dweck (born October 17, 1946) is an American psychologist. She holds the Lewis and Virginia Eaton Professorship of Psychology at Stanford University. Dweck is known for her work on motivation and mindset. She was on the faculty at the University of Illinois's Chicago campus, Harvard, and Columbia before joining the Stanford University faculty in 2004. She was named an Association for Psychological Science (APS) James McKeen Cattell Fellow in 2013, an APS Mentor Awardee in 2019, and an APS William James Fellow in 2020, and has been a member of the National Academy of Sciences since 2012.

Early life and education

Dweck was born in New York. Her father worked in the export-import business and her mother in advertising. She was the only daughter and the middle sibling of three children.

In her sixth grade class at the P.S. 153 elementary school in Brooklyn, New York, students were seated in order of their IQ. Students with the highest IQ scores could erase the blackboard, carry the flag, or take a note to the principal's office. She said in a 2015 interview, "On the one hand, I didn't believe that a score on a test was that important; on the other hand, every student wants to succeed in the framework that's established. So looking back, I think that glorification of IQ was a pivotal point of my development." She graduated from Barnard College in 1967, and earned a Ph.D. in psychology from Yale University in 1972.

Career and research

Dweck's first reported job after graduating was at the University of Illinois (1972–1981), where she rose to the level of associate professor at its Chicago campus. She then reports having moved to a professorship at Harvard's Laboratory of Human Development (1981–1985), then returning to Illinois in 1985, campus unspecified, as a full professor, and remaining there until 1989. She reports moving to Columbia University as the William B. Ransford Professor of Psychology in 1989. Since 2004 she reports having accepted and remained as Lewis and Virginia Eaton Professor of Psychology at Stanford University.

Dweck has primary research interests in motivation, personality, and development. She teaches courses in motivation, personality, and social development.

Mindset work

Main article: Mindset: The New Psychology of Success
This section has multiple issues. Please help improve it or discuss these issues on the talk page. (Learn how and when to remove these messages)
This article possibly contains original research. Please improve it by verifying the claims made and adding inline citations. Statements consisting only of original research should be removed. (June 2023) (Learn how and when to remove this message)
This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources in this section. Unsourced material may be challenged and removed. (June 2023) (Learn how and when to remove this message)
(Learn how and when to remove this message)

Dweck's key contribution to social psychology relates to implicit theories of intelligence, described in her 2006 book Mindset: The New Psychology of Success. According to Dweck, individuals can be placed on a continuum according to their implicit views of where ability comes from; those believing their success to be based on innate ability are said to have a "fixed" theory of intelligence (fixed mindset), and those believing their success is based on hard work, learning, training and doggedness are said to have a "growth" or an "incremental" theory of intelligence (growth mindset). In 2012, Dweck defined fixed and growth mindsets, in interview, in this way:

In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.

According to Dweck, individuals may not necessarily be aware of their own mindset, but according to Dweck, their mindset can still be discerned based on their behavior, being especially evident in their reaction to failure. Dweck has described fixed-mindset individuals as dreading failure because it is a negative statement on their basic abilities, while growth mindset individuals don't mind or fear failure as much because they realize their performance can be improved and learning comes from failure. According to Dweck, these two mindsets play an important role in all aspects of a person's life; she argues that the growth mindset allows a person to live a less stressful and more successful life.

As explained by Dweck, a growth mindset is not just about effort. Dweck has written that a common misunderstanding is that the growth mindset is "just about effort". She states, "The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student's current achievement and then, together, doing something about it, helping him or her become smarter."

Dweck warns of the dangers of praising intelligence as it puts children in a fixed mindset, and they will not want to be challenged because they will not want to look stupid or make a mistake. She notes, "Praising children's intelligence harms motivation and it harms performance." She advises, "If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don't have to be slaves of praise. They will have a lifelong way to build and repair their own confidence."

Recent work

Dweck has held the position of Professor of Psychology at Stanford University since 2004, teaching developmental psychology, self theories, and independent studies. In 2017, she stated "I am now developing a broad theory that puts motivation and the formation of mindsets (or beliefs) at the heart of social and personality development." Later that year she published the theory in a paper titled "From Needs to Goals and Representations: Foundations for a Unified Theory of Motivation, Personality, and Development."

Criticism

This section has multiple issues. Please help improve it or discuss these issues on the talk page. (Learn how and when to remove these messages)
This section needs additional citations to secondary or tertiary sources. Help add sources such as review articles, monographs, or textbooks. Please also establish the relevance for any primary research articles cited. Unsourced or poorly sourced material may be challenged and removed. (June 2023) (Learn how and when to remove this message)
This section uses citations that link to broken or outdated sources. Please improve the article by addressing link rot or discuss this issue on the talk page. (June 2023) (Learn how and when to remove this message)
This section needs to be updated. Please help update this article to reflect recent events or newly available information. (June 2023)
(Learn how and when to remove this message)

Dweck's findings have been reported in journals such as Psychological Science and Nature, with research teams led by Dweck. Critics have said that Dweck's research can be difficult to replicate.

A 2017 opinion piece by Toby Young, associate editor of The Spectator, states that:

Timothy Bates, a psychology professor at Edinburgh University, has been trying for several years to replicate Dweck’s findings, each time without success, and his colleagues haven’t been able to either. Dweck explains these failures by claiming the psychologists in question don’t create the right experimental environment — it’s too delicate a task for these ham-fisted troglodytes. But if professors of psychology can’t repeat the results, what hope do teachers surrounded by unruly children have?

Nick Brown, who co-developed the GRIM statistical test, argued in 2017: "If your effect is so fragile that it can only be reproduced , then why do you think it can be reproduced by schoolteachers?" Brown points out that most of the research in this area has been conducted by Dweck or her collaborators. After Brown's application of the GRIM method showed that some of the means reported in the 1998 study were "impossible", he reviewed the original study data and found some errors in the recording of data, which Dweck publicly acknowledged. Brown praised Dweck's "openness and willingness to address the problems".

Other education and psychology researchers have expressed worry that "mindset" has simply become another aspect to be assessed and graded in children; Matt O'Leary, an education lecturer at Birmingham City University, tweeted that it was "farcical" that his six-year-old daughter was being graded on her attitude towards learning. David James, professor of social sciences at Cardiff University and editor of the British Journal of Sociology of Education, says "it's great to dwell on the fact that intelligence is not fundamentally genetic and unchangeable", but he believes the limitations of mindset outweigh its uses: "It individualises the failure – 'they couldn't change the way they think, so that's why they failed'." James notes that a study in 2013 showed no statistically significant effect of mindset theory.

In July 2019, a large randomized controlled trial of growth mindset training by the Education Endowment Foundation in England, involving 101 schools and 5018 pupils across the country, found that pupils in schools receiving the intervention showed no additional progress in literacy or numeracy relative to pupils in the control group, as measured by the national Key Stage 2 tests in reading, grammar, punctuation, and spelling (GPS), and mathematics.

Awards and recognition

Dweck was elected to the American Academy of Arts and Sciences in 2002, and the Distinguished Scientific Contribution Award from the American Psychological Association (APS) in 2011. She was elected to the National Academy of Sciences in 2012. Dweck was named an APS James McKeen Cattell Fellow in 2013. On September 19, 2017, the Hong Kong-based Yidan Prize Foundation named Dweck one of two inaugural laureates, to be awarded the Yidan Prize for Education Research, citing her mindset work. The prize includes receipt of approximately US$3.9 million, divided equally between a cash prize and project funding. Dweck received an APS Mentor Award in 2019, and ws named an APS William James Fellow in 2020.

Selected publications, authored and edited

Personal life

Dweck is married to David Goldman, who is a national theatre director and critic and the founder and director of the National Center for New Plays at Stanford University.

References

  1. ^ Dweck, Carol S. and NAS Staff (June 2023). "Carol S. Dweck—Stanford University". NASOnline.org. Washington, DC: National Academy of Sciences (NAS). Retrieved June 21, 2023.
  2. ^ McInerney, Laura; Dweck, Carol (June 25, 2015). "Carol Dweck, Professor of Psychology, Stanford University" (interview). SchoolsWeek.co.uk. Retrieved June 21, 2023.
  3. ^ Trei, Lisa (February 7, 2007). "New Study Yields Instructive Results on How Mindset Affects Learning". Stanford News (News.Stanford.edu). Archived from the original (host university news release) on November 26, 2019. Retrieved June 21, 2023. {{cite web}}: |archive-date= / |archive-url= timestamp mismatch; August 26, 2019 suggested (help)
  4. Barnard College Staff (April 10, 2018). "Being the First: Carol Dweck '67" (alumni feature). Barnard News (barnard.edu/news). New York, NY: Columbia University. Retrieved June 21, 2023.
  5. Dweck, Carol Susan (1972). The Role of Expectations and Attributions in the Alleviation of Learned Helplessness in a Problem-Solving Situation. Yale.edu (PhD thesis). Yale University. hdl:10079/bibid/9849217. OCLC 5066128.
  6. ^ Dweck, Carol & Stanford University Staff (June 21, 2023). "Carol Dweck" (employment autobiography). Stanford Profiles (profiles.stanford.edu). Retrieved June 21, 2023.
  7. ^ Syed, Matthew (April 19, 2011). "The Words That Could Unlock Your Child". BBC News (BBC.co.uk). Retrieved June 21, 2023.
  8. Mangels, J. A.; Butterfield, B.; Lamb, J.; Good, C.; Dweck, C. (2006). "Why Do Beliefs About Intelligence Influence Learning Success? A Social Cognitive Neuroscience Model". Social Cognitive and Affective Neuroscience. 1 (2): 75–86. doi:10.1093/scan/nsl013. PMC 1838571. PMID 17392928.
  9. Job, V.; Dweck, C. S.; Walton, G. M. (2010). "Ego Depletion—Is It All in Your Head?: Implicit Theories About Willpower Affect Self-Regulation". Psychological Science. 21 (11): 1686–1693. doi:10.1177/0956797610384745. PMID 20876879. S2CID 1110530.
  10. Olson, K. R.; Dunham, Y.; Dweck, C. S.; Spelke, E. S.; Banaji, M. R. (2008). "Judgments of the Lucky Across Development and Culture". Journal of Personality and Social Psychology. 94 (5): 757–776. doi:10.1037/0022-3514.94.5.757. ISSN 0022-3514. PMC 2745195. PMID 18444737.
  11. Dweck, C. S.; Leggett, E. L. (1988). "A Social-Cognitive Approach to Motivation and Personality". Psychological Review. 95 (2): 256–273. doi:10.1037/0033-295X.95.2.256. ISSN 0033-295X.
  12. Dweck, C. S. (1986). "Motivational Processes Affecting Learning". American Psychologist. 41 (10): 1040–1048. doi:10.1037/0003-066X.41.10.1040. ISSN 0003-066X.
  13. Morehead, James & Dweck, Carol (June 19, 2012). "Stanford University's Carol Dweck on the Growth Mindset and Education". OneDublin.org. Retrieved June 21, 2023.{{cite web}}: CS1 maint: multiple names: authors list (link)
  14. Dweck, Carol (September 22, 2015). "Carol Dweck Revisits the 'Growth Mindset'". Education Week (EdWeek.org). Retrieved June 20, 2023.
  15. Dweck, C.S. (2007). Mindset: The New Psychology of Success. A Ballantine books trade paperback. Random House Publishing Group. p. 179. ISBN 978-0-345-47232-8.
  16. Dweck, C. (2017). "The Journey to Children's Mindsets–And Beyond". Child Development Perspectives. 11 (2): 139–144. doi:10.1111/cdep.12225.
  17. Dweck, C.S. (2017). "From Needs to Goals and Representations: Foundations for a Unified Theory of Motivation, Personality, and Development". Psychological Review. 124 (6): 689-. doi:10.1037/rev0000082.
  18. Paunesku, David; Walton, Gregory M.; Romero, Carissa; Smith, Eric N.; Yeager, David S.; Dweck, Carol S. (April 10, 2015). "Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement". Psychological Science. 26 (6): 784–793. doi:10.1177/0956797615571017. PMID 25862544. S2CID 13316981. Retrieved June 19, 2023.
  19. Yeager, David S.; Hanselman, Paul; Walton, Gregory M.; Murray, Jared S.; Crosnoe, Robert; Muller, Chandra; Tipton, Elizabeth; Schneider, Barbara; Hulleman, Chris S.; Hinojosa, Cintia P.; Paunesku, David; Romero, Carissa; Flint, Kate; Roberts, Alice; Trott, Jill; Iachan, Ronaldo; Buontempo, Jenny; Yang, Sophia Man; Carvalho, Carlos M.; Hahn, P. Richard; Gopalan, Maithreyi; Mhatre, Pratik; Ferguson, Ronald; Duckworth, Angela L.; Dweck, Carol S. (August 7, 2019). "A National Experiment Reveals Where a Growth Mindset Improves Achievement". Nature. 573 (7774): 364–369. Bibcode:2019Natur.573..364Y. doi:10.1038/s41586-019-1466-y. PMC 6786290. PMID 31391586. S2CID 199466753. Retrieved June 19, 2023.
  20. Young, Toby (January 21, 2017). Schools are Desperate to Teach Growth Mindset. Archived from the original on March 9, 2017. Retrieved November 26, 2019. {{cite book}}: |work= ignored (help)
  21. Chivers, Tom (January 14, 2017). "What is Your Mindset". BuzzFeed.com. Retrieved November 26, 2019.
  22. Rustin, Susanna (May 10, 2016). "New Test for Growth Mindset". The Guardian. Retrieved November 26, 2019.
  23. Folioano, Francesca; Rolfe, Heather; Buzzeo, Jonathan; Runge, Johnny; Wilkinson, David (July 2019). Changing Mindsets: Effectiveness Trial—Evaluation Report (PDF) (Report). London, England: The Education Endowment Foundation. p. 43.
  24. APS Staff (April 26, 2013). "James McKeen Cattell Fellows". PsychologicalScience.org. Retrieved June 20, 2023. See also this link for the award date.
  25. "American Academy of Arts & Sciences Members 1780-Present" (PDF). amacad.org. September 19, 2017. Retrieved November 26, 2019.
  26. "Four APS Fellows Elected to the National Academy of Sciences". psychologicalscience.org. May 2, 2012. Retrieved November 26, 2019.
  27. "Stanford professor Carol Dweck, pioneer of 'mindset' educational theory, awarded $4 million prize". SFGate.com. 2017-09-19. Retrieved November 26, 2019.
  28. "Stanford psychologist recognized with $4 million prize for education research". news.stanford.edu. September 19, 2017. Retrieved November 26, 2019.
  29. APS Staff (March 29, 2019). "APS Mentor Award Recipients". PsychologicalScience.org. Retrieved June 20, 2023. See also this link for the award date.
  30. APS Staff (2020). "Awards 2020: 2020 APS William James Fellow". PsychologicalScience.org. Retrieved June 20, 2023.
  31. Krakovsky, Marina (March–April 2007). "The Effort Effect" (host university news feature). Stanford Magazine. Retrieved November 26, 2019.

External links

E. L. Thorndike Award recipients
1960s
1970s
1980s
1990s
2000s
2010s
2020s
Scholia has a profile for Carol S. Dweck (Q2939829). Categories: