Quotes from Carol S. Dweck

The loudest voices both in the U.S. and abroad often are those that preach hatred and exclusion. But hatred and exclusion will not bring employment.

Everybody who's been successful has gotten lots of help and input from many, many people.

When entire companies embrace a growth mindset, their employees report feeling far more empowered and committed; they also receive far greater organizational support for collaboration and innovation.

Do you think it is possible to increase your intellectual ability? For decades, I have studied the power of this belief to become reality and watched as the concept of maintaining a 'growth mindset' has taken root in education and parenting circles.

With a growth mindset, kids don't necessarily think that there's no such thing as talent or that everyone is the same, but they believe everyone can develop their abilities through hard work, strategies, and lots of help and mentoring from others.

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.

Important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning.

Don't judge. Teach. It's a learning process.

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.

The mindset ideas were developed as a counter to the self-esteem movement of blanketing everyone with praise, whether deserved or not.

When I was in graduate school, I became very interested in why some kids took on challenges and were able to bounce back from setbacks whereas others shy away from difficulty and really crumble when they hit failures. I became fascinated with people who had that kind of courage to take on challenges.

We found that process praise predicted the child's mindset and desire for challenge five years later.

More and more research is suggesting that, far from being simply encoded in the genes, much of personality is a flexible and dynamic thing that changes over the life span and is shaped by experience.

Think about being a teenager and feeling like school is just about taking tests you may or may not be interested in, after which someone will judge whether or not you're smart. No one's going to be inspired by that.

Exceptional people convert life's setbacks into future successes.

We want to design interventions to teach people how to harness their considerable willpower.

I've always been interested, since graduate school, in why some children wilt and shrink back from challenges and give up in the face of obstacles, while others avidly seek challenges and become even more invested in the face of obstacles. So this has been my primary question for over 40 years.

I grew up in an environment that promoted a very fixed mindset. It was an era that worshipped IQ and thought that your IQ was the most important thing in determining your future. My sixth-grade teacher even seated us around the room in IQ order.

Scholars are deeply gratified when their ideas catch on. And they are even more gratified when their ideas make a difference - improving motivation, innovation, or productivity, for example. But popularity has a price: people sometimes distort ideas and, therefore, fail to reap their benefits.

The hallmark of successful people is that they are always stretching themselves to learn new things.

Why waste time proving over and over how great you are, when you could be getting better?

Most experts and great leaders agree that leaders are made, not born, and that they are made through their own drive for learning and self-improvement.

We're not saying people don't need fuel for strenuous work; they just don't need it constantly. People have many more resources at hand than they might think.

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.