Quotes from Carol S. Dweck

Babe Ruth rose like a rocket." Through discipline. He also loved to practice.

All of these people had character. None of them thought they were special people, born with the right to win. They were people who worked hard, who learned how to keep their focus under pressure, and who stretched beyond their ordinary abilities when they had to.

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

There's an assumption," he said, "that schools are for students' learning. Well, why aren't they just as much for teachers' learning?

There were two meanings to ability, not one: a fixed ability that needs to be proven, and a changeable ability that can be developed through learning

What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait?

test scores and measures of achievement tell you where a student is, but they don't tell you where a student could end up.

This low-effort syndrome is often seen as a way that adolescents assert their independence from adults, but it is also a way that students with the fixed mindset protect themselves. They view the adults as saying, "Now we will measure you and see what you've got." And they are answering, "No you won't." John Holt, the great educator, says that these are the games all human beings play when others are sitting in judgment of them.

When people believe their basic qualities can be developed, failures may still hurt, but failures don't define them. And if abilities can be expanded—if change and growth are possible—then there are still many paths to success.

This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way—in their initial talents and aptitudes, interests, or temperaments—everyone can change and grow through application and experience.

People with the growth mindset know that it takes time for potential to flower.

it's not about immediate perfection. It's about learning something over time: confronting a challenge and making progress.

growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles.

We also know that there is a mindset that helps people cope well with setbacks, points them to good strategies, and leads them to act in their best interest.

Howard Gardner, in his book Extraordinary Minds, concluded that exceptional individuals have "a special talent for identifying their own strengths and weaknesses.

It's the parents who respond to their children's setbacks with interest and treat them as opportunities for learning who are transmitting a growth mindset to their children.

It's the parents who respond to their children's setbacks with interest and treat them as opportunities for learning who are transmitting a growth mindset to their children. These parents think setbacks are good things that should be embraced, and that setbacks should be used as a platform for learning. They address the setback head-on and talk to their children about the next steps for learning.

Math and science need to be made more hospitable places for women. And women need all the growth mindset they can get to take their rightful places in these fields.

But isn't potential someone's capacity to develop their skills with effort over time? And that's just the point. How can we know where effort and time will take someone? Who

fixed mindset makes you concerned with how you'll be judged; the growth mindset makes you concerned with improving.

We can choose partner, make friends, hire people who make us feel faultless. But think about it – do you never want to grow? Next time you're tempted to surround yourself with worshippers, go to church.

Yet it's been clear to me for a long time that different students handle depression in dramatically different ways. Some let everything slide. Others, though feeling wretched, hang on. They drag themselves to class, keep up with their work, and take care of themselves -- so that when they feel better, their lives are intact.

Just because someone can do something with little or no training, it doesn't mean that others can't do it (and sometimes do it even better) with training.

see failure not as a sign of stupidity but as a lack of experience and skill. (Seth Abrams)