Mindset:

Boosting Motivation and Achievement to

Close the Gaps
Carol S. Dweck, Ph.D.
Stanford University

Texas Higher Education Coordinating Board

2007 Governing Board Conference
Houston, Texas
October 30, 2007
 Mindsets
• Fixed Mindset: Intelligence is a fixed trait

• Growth Mindset: Intelligence is a malleable

quality; a potential that can be developed
 Mindsets
• Which mindset is correct?
• Which mindset is most popular?
• Do students hold the same mindsets across
domains?
• Are the mindsets related to students’
ability?
• Are the mindsets themselves fixed or can
they be changed?
What Do Mindsets Do?

The Junior High Transition

 What Do Mindsets Do?
Goals
Learning is Most Important:
“It’s much more important for me to learn things in
my classes than it is to get the best grades.”
Looking Smart is Most Important:
“The main thing I want when I do my school work
is to show how good I am at it.”
 What Mindsets Do
Effort Beliefs
Effort is positive:
“The harder you work at something, the better
you’ll be at it.”
Effort is negative:
“To tell the truth, when I work hard at my school
work, it makes me feel like I’m not very smart.”
 What Mindsets Do
Strategies
Resilient:
“I would work harder in this class from now on.”
“I would spend more time studying for the tests.”
Helpless:
“I would spend less time on this subject from now on.”
“I would try not to take this subject ever again.”
“I would try to cheat on the next test.”
 Math Achievement
in Junior High School
77
76.5
76
75.5 growth
75
74.5 Fixed
74 Growth
73.5
73
72.5
72
Fall - Year 1 Spring-Year 1 Fall-Year 2 Spring-Year 2

fixed
 Paying Attention to Learning
Ability-Relevant
Feedback
Question
“Who was the Union general
at the battle of Gettysburg?”

Subject
Correct
types * or * answer
response and confidence

1.5 s 1s 1.5 s 2s

Learning-Relevant
Feedback
How are Mindsets
Communicated?
Messages We Send
 How Are Mindsets
Communicated?
Intelligence Praise: “Wow, that’s a really
good score. You must be smart at this.”

Effort Praise: “Wow, that’s a really good

score. You must have tried really hard.”

[Control Group: “Wow, that’s a really good

score.”]
 Effects of Intelligence vs. Effort
Praise
• Mindset: Fixed vs. Growth
• Goals: Looking Smart vs. Learning
After Difficult Trial:
• Motivation: Low vs. High
• Performance: Decreased vs. Increased
 Number of problems solved on
Trial 1 (before failure) and
Trial 3 (after failure)
6.5
Number of Problems Solved

Effort Praise
5.5 Control Praise
Intelligence Praise
5

4.5
Trial 1 Trial 3
 Lying
Students who misrepresented their scores
0.4

0.3

0.2

0.1

0
Intelligence Control Effort

Type of Praise Given

Changing Mindsets

Brainology I
 Change in Math Grades
Blackwell, Dweck, & Trzesniewski
3
2.9
2.8
2.7
2.6 Control
2.5 Growth
2.4
2.3
2.2
Time 1

Time 3 (Post-
Intervention)

Intervention)
Time 2 (Pre-
 Percent Identified as
Increasing in Motivation
30 27
25

20

15

10 9

0
Control Growth
 Teacher Reports: Changes in
Motivation to Learn
“Your workshop has already had an effect. L,
who never puts in any extra effort and often
doesn’t turn in homework on time, actually
stayed up late working for hours to finish an
assignment early so I could review it and
give him a chance to revise it. He earned a
B+ on the assignment (he had been getting
C’s and lower).”
• Replicated by other researchers:
Motivation, Grades, Achievement Test
Scores
• Reduced achievement gaps
 Effects of Intervention on Math
Standardized Test Score
(Good & Aronson)
90
85
80
75
70
65
60
55
50
Control Growth
 Effects of Intervention on Math
Standardized Test Score
(Good & Aronson)
90
85
80
75
70 Males
Females
65
60
55
50
Control Growth
 Brainology II

6 Computer Modules
Teachers’ Guide
Navigating Brainology
Brain Orb as Guide
Visit to Brain Lab
Mad Scientist
Brain Experiments
The Learning Brain
 Have you changed your mind about
anything?
• My favorite thing from Brainology is the
neurons part where when u learn something
there are connections and they keep
growing. I always picture them when I’m in
school (khadija)
• Yes … I imagine neurons making
connections in my brain and I feel like I am
learning something. (biggie)
 Teacher:
Have you noticed changes?
• [In my class they] use the memory
terminology every chance they get, “I’ll
have to put that into my long-term
memory,” “Sorry, that stuff is not in my
long-term memory,” “I guess I was only
using my working memory” …They offer to
practice, study, take notes, or pay attention
to ensure that connections will be made.
 Fixed Mindset Instructions
“The test you are about to take, the
verbal portion of the MCAT, is a
measure of your verbal intelligence and
verbal reasoning ability…”
 Growth Mindset Instructions
“The test you are about to take…is not a
measure of verbal ability; rather it is a
measure of your current level of reading
comprehension, retention, and speed. All of
these can improve considerably with
practice.”
 Mindset Instructions on MCAT
Problems
20

17.5

15

12.5

10

7.5

5
FIXED GROWTH

25.9% increase
 Conclusions
• Mindsets play a key role in motivation
and performance.
• Mindsets can be changed.
The End

Thank you!
 Pre-Med Chemistry Grades
Grant & Dweck
3.2
3.1
3
2.9
2.8
2.7 Male
2.6 Female
2.5
2.4
2.3
2.2
Entity Incremental