Book Notes #88: Mindset by Carol Dweck

Title: Mindset: The New Psychology of Success
Author: Carol Dweck
Year: 2006
Pages: 320

In Mindset, renowned psychologist Carol Dweck takes readers on a transformative journey into the psychology of success and achievement. 

This insightful book brings the profound impact of our mindset—the belief system we hold about our abilities—on our personal and professional lives. 

Dweck introduces two core mindsets: the fixed mindset, which sees abilities as innate and unchangeable, and the growth mindset, which embraces challenges, learns from failures, and believes in the power of effort and perseverance. 

Based on research and real-life examples, Mindset offers readers a roadmap to cultivate a growth mindset, unlocking their full potential and embracing a life of continuous learning and achievement.

As a result, I gave this book a rating of 9.0/10.

For me, a book with a note 10 is one I consider reading again every year. Among the books I rank with 10, for example, are How to Win Friends and Influence People and Factfulness.

3 Reasons to Read Mindset

Book Overview

The book explores the concept of mindset—the beliefs we hold about our abilities—and its profound influence on our lives. Carol Dweck introduces two primary mindsets:

Fixed Mindset: Individuals with a fixed mindset believe that their abilities are inherent and unchangeable. They often avoid challenges, fear failure, and view effort as fruitless.

Growth Mindset: Those with a growth mindset see abilities as developable through dedication and effort. They embrace challenges, persevere through setbacks, and view failures as opportunities for growth.

Carol Dweck delves into the implications of these mindsets on various aspects of life, including education, relationships, and professional success.

Have you ever avoided trying something hard because you were afraid of failing—or worse, of looking like a failure? Maybe it was a new role at work, a challenging subject in school, or even just learning to cook something from scratch.

It’s a quiet but familiar feeling: “What if I’m just not good at this?” In Mindset, psychologist Carol Dweck offers a powerful answer to that fear.

She says it’s not our talent, intelligence, or ability that holds us back—it’s what we believe about those things that matters most.

Dweck’s big idea is both simple and transformative. She explains that we tend to operate from one of two mindsets: fixed or growth.

People with a fixed mindset believe qualities like intelligence and talent are static—you’re either born with it or you’re not.

Those with a growth mindset, on the other hand, see these qualities as things that can be developed over time with effort and persistence.

And while it might sound like a small difference, it has massive consequences for how we live our lives.

Through decades of research and stories across school, sports, business, and relationships, Dweck shows how this mindset shapes everything from how we handle setbacks to how we treat others.

Take, for example, the difference between two kids solving puzzles. When faced with a harder challenge, one says, “I’m not smart enough for this,” while the other grins and says, “This is fun!”—not because they’re better at it, but because they see difficulty as part of the process. That’s the growth mindset at work.

The same pattern shows up in surprising places. One of the most striking examples is the fall of Enron. The company hired “geniuses” and praised brilliance over learning.

People were so focused on proving their intelligence that they became terrified of making mistakes. No one wanted to look weak or ask for help.

The result? A company culture that collapsed under the weight of ego and fear. Dweck contrasts that with leaders like Lou Gerstner of IBM, who succeeded not by being the smartest in the room, but by fostering a culture of learning, collaboration, and openness to change.

It’s not just about school or work. Relationships are shaped by mindset too. People with a fixed mindset often expect relationships to “just work” without effort—if problems arise, they assume something is wrong or that the relationship wasn’t meant to be.

But growth-minded couples understand that love requires learning, communication, and patience. They see conflict as a chance to understand each other better, not as a sign of failure.

What’s refreshing about Mindset is how practical it feels. Dweck doesn’t just point out the problem—she helps you see how to shift your own thinking. She even shows that mindsets can be taught.

In one powerful study, students who were taught about how the brain grows stronger through effort actually started doing better in school. It wasn’t a magic trick—it was just that they started to believe improvement was possible.

What really sticks with you after reading this book is how subtle these mindsets can be.

You might think you have a growth mindset because you value learning, but Dweck encourages readers to notice the small ways we still avoid risk, protect our egos, or give up too easily.

And the goal isn’t to “perfect” your mindset—it’s to notice it, challenge it, and keep growing.

In a world that often rewards instant success and flawless performance, Mindset offers a gentler, wiser path. It tells us we don’t need to be perfect to be powerful. We just need to be open—to feedback, to failure, and to the long, sometimes messy process of growth.

And that small shift in how we think might just change everything.

Chapter by Chapter

Chapter 1 – The Mindsets

Carol Dweck begins by sharing a moment that changed her life. As a young researcher, she was studying how children handled failure.

She expected some kids to struggle and others to cope better, but what she found was something completely unexpected—some kids enjoyed failure.

One child even exclaimed, “I love a challenge!” instead of feeling discouraged.

This made her question everything she believed about intelligence and ability. Was success about proving you were smart, or was it about learning and growing?

Why do people differ?

For centuries, people have debated whether traits like intelligence and talent are fixed or can be developed. Some believed in a strong biological basis, while others, like Alfred Binet (creator of the IQ test), saw intelligence as something that could grow with effort. Today, most experts agree it’s not either-or—both nature and nurture play a role. But what matters most is how we believe intelligence works.

The Two Mindsets

Dweck’s research over two decades shows that the way we think about our abilities shapes how we live our lives. There are two core mindsets:

1. Fixed Mindset – People with this mindset believe intelligence and abilities are set in stone. If you have to work hard, it means you’re not naturally smart. Every situation becomes a test: Will I look smart or dumb? Success means proving your worth, and failure feels like personal defeat.
2. Growth Mindset – People with this mindset believe intelligence and abilities can be developed with effort. They see challenges as opportunities to improve rather than threats to their self-worth. They embrace setbacks as part of learning and focus on growing rather than proving themselves.

A View from the Two Mindsets

Imagine you’re having a bad day: You get a disappointing grade, a parking ticket, and your friend ignores your call.

• A fixed mindset response: “I’m a failure. I’m not smart enough. My life is awful.”
• A growth mindset response: “I need to study differently. I should pay attention to where I park. Maybe my friend had a rough day.”

This mindset difference plays out in school, work, relationships—everywhere. Those with a growth mindset tend to be more resilient, learn more, and ultimately succeed more.

So, what’s new?

We’ve all heard sayings like “Nothing ventured, nothing gained.” But people with a fixed mindset don’t buy into this. For them, “If at first you don’t succeed, you probably don’t have what it takes.” Dweck’s research shows that these beliefs aren’t random—they stem directly from the mindset we adopt.

Self-Insight: Who Accurately Sees Their Abilities?

One surprising finding is that people with a growth mindset are actually more realistic about their strengths and weaknesses. They’re open to learning about themselves because they see ability as something they can improve. Meanwhile, those with a fixed mindset tend to distort their self-image—either overestimating their abilities or avoiding situations that might expose their weaknesses.

Throughout the book, Dweck will explore how these mindsets impact different areas of life—school, sports, business, and relationships. She’ll also explain how we can shift our mindset to unlock greater potential.

The chapter ends with a self-reflection exercise, asking readers to evaluate their beliefs about intelligence and personal growth.

Do you believe your intelligence and character are fixed, or do you believe they can change?

The good news is—mindsets can be changed.

Chapter 2 – Inside the Mindsets

Carol Dweck begins this chapter with a personal story. She used to dream of a perfect life—a successful husband, a glamorous career, and effortless success. But reality wasn’t so easy, and it took years before she found real satisfaction. What changed? Her mindset. Through her research, she discovered that success isn’t about proving your abilities; it’s about developing them.

The Two Worlds of Mindsets
Dweck explains that when we enter a mindset, we step into a different world.

• In the fixed mindset world, success is about proving you’re smart. Effort means you’re not naturally talented, and failure is a sign that you’ll never be good enough.
• In the growth mindset world, success is about learning and improving. Effort makes you smarter, and failure is just a step toward growth.

The key takeaway? Mindsets are just beliefs, and you have the power to change them.

Learning vs. Proving You’re Smart

Sociologist Benjamin Barber once said, “I don’t divide the world into the weak and the strong… I divide the world into learners and non-learners.”

Dweck’s research shows that all kids start as learners—just look at babies learning to walk. They stumble, fall, and get right back up. But as kids grow, something changes. Some start avoiding challenges because they don’t want to look bad.

A simple experiment proves this: When given the choice, four-year-olds with a fixed mindset preferred to redo an easy puzzle rather than try a harder one. Kids with a growth mindset saw the harder puzzle as an opportunity to learn.

This continues into adulthood. A study at the University of Hong Kong found that students with a fixed mindset avoided an English course even though they needed it, just to avoid looking weak. Meanwhile, growth-minded students eagerly signed up, knowing it would help them in the long run.

Brain Waves Tell the Story

Science backs this up. Dweck and her team measured brain activity in people as they answered questions.

• Those with a fixed mindset were only interested in whether they were right or wrong. If they got a question wrong, they ignored the correct answer.
• Those with a growth mindset focused on learning—when they got a question wrong, their brains lit up as they processed the correct answer.

The Mindset Choice in Relationships

Our mindsets don’t just affect learning; they shape our relationships.

• People with a fixed mindset want partners who worship them and make them feel flawless.
• People with a growth mindset want partners who help them grow and challenge them to improve.

Dweck shares a story of a woman who married a man with a fixed mindset. Every time she brought up an issue—like wanting to go out more—he took it as a personal attack. Instead of working on the relationship, he ran to his mother for validation. Growth-minded couples, on the other hand, see challenges as opportunities to strengthen their bond.

The Danger of CEO Disease

This mindset also affects leadership. Some CEOs, like Lee Iacocca, became so focused on proving their genius that they stopped learning and improving. He surrounded himself with people who worshiped him, ignored critics, and ultimately ran Chrysler into the ground.

In contrast, Lou Gerstner took a growth mindset approach at IBM. Even when Wall Street called him a failure, he focused on long-term change—and turned the company around.

Stretching Yourself Beyond Limits

People with a growth mindset seek challenges, knowing they’ll improve in the process. Take Mia Hamm, one of the greatest female soccer players of all time. She always played with older, stronger, and better players. Why? Because she knew that was the fastest way to grow.

Or look at Christopher Reeve. After a horseback riding accident left him paralyzed, doctors said there was no hope. But he refused to accept it. Through intense effort and therapy, he regained some movement and changed the way science viewed spinal cord recovery.

The Fixed Mindset’s Fear of Struggle

People with a fixed mindset thrive only when things are easy. When faced with a tough challenge, they often lose interest.

Dweck found this in pre-med students struggling through chemistry. Those with a fixed mindset lost motivation as soon as the material became difficult. But those with a growth mindset stayed engaged, saying, “If it’s hard, it just makes me more determined.”

Even the best puzzle-solving kids showed this pattern—those with a fixed mindset lost interest when puzzles got tough, while growth-minded kids couldn’t wait to take them home.

When Do You Feel Smart?

Dweck asked people, “When do you feel smart?”

• Fixed mindset answers: “When I get things right without trying.”
• Growth mindset answers: “When I struggle with something, then finally figure it out.”

This difference shapes how we approach life. Fixed-mindset people avoid hard tasks because they’re afraid of looking bad. Growth-mindset people embrace them, knowing they’ll get better.

Effort: A Threat or a Superpower?

People with a fixed mindset see effort as a sign of weakness—if you’re really talented, you shouldn’t need effort. This is why some child prodigies fade out—they rely on talent alone and never learn how to work hard.

Nadja Salerno-Sonnenberg, a violin prodigy, almost quit when she struggled at Juilliard. She was afraid that trying hard and still failing would prove she wasn’t really talented. Only when her teacher forced her to fully commit did she push through—and succeed.

Mindset in Work and Leadership

Many high-powered professionals are driven by a fixed mindset. They work insanely hard—not because they love the process, but because they’re terrified of failing.

Dweck contrasts two types of CEOs:

• Fixed-mindset CEOs (like Albert Dunlap of Sunbeam) made quick, flashy moves to impress Wall Street, but their companies collapsed.
• Growth-mindset CEOs (like Jack Welch of GE) invested in long-term improvement, even when it wasn’t glamorous.

Mindset and Failure

Failure is the ultimate test of mindset.

• People with a fixed mindset see failure as proof they’re not good enough.
• People with a growth mindset see failure as a temporary setback and a lesson.

Jim Marshall, an NFL player, once ran the wrong way and scored for the other team—on national TV. Instead of letting it define him, he came back stronger. But Bernard Loiseau, a Michelin-starred chef, was so terrified of losing his status that he took his own life.

Mindset and Depression

Even in tough times, mindset matters. Dweck studied college students struggling with depression.

• Fixed-mindset students spiraled downward, ruminating on their failures.
• Growth-mindset students, even when deeply depressed, kept pushing forward—going to class, doing their work, and taking care of themselves.

The lesson? A growth mindset doesn’t prevent hardship, but it helps people keep moving.

Mindsets Can Change

If you’re worried you have a fixed mindset, here’s the good news: mindsets are not permanent.

Dweck found that simply learning about mindsets can start to shift people’s thinking. The moment you realize that intelligence, ability, and character can be developed, you start to change.

Chapter 3 – The Truth About Ability and Accomplishment

We love stories about lone geniuses—Edison inventing the lightbulb in a flash of brilliance, Darwin suddenly unlocking the secrets of evolution, or Mozart composing masterpieces as a child. But the truth? These accomplishments took years of effort, collaboration, and relentless learning.

Edison didn’t work alone; he had a team of 30 assistants in a state-of-the-art lab, experimenting through trial and error. Darwin spent decades collecting data and refining his theories. Even Mozart’s early works weren’t that impressive—it took him over 10 years to compose anything truly original.

So what really separates high achievers from the rest? Dweck argues that it’s not just talent—it’s mindset and effort.

Mindset and School Achievement

Dweck’s research shows that how students think about their intelligence affects their success. She followed students transitioning to junior high—an environment where classes get harder, grades become stricter, and personal challenges grow.

• Fixed mindset students saw their grades drop and kept struggling. They blamed teachers, believed they weren’t smart enough, and lost motivation.
• Growth mindset students improved over time. They tackled challenges, found better ways to study, and believed they could get better with effort.

One student, George Danzig, mistook two famous unsolved math problems for homework. Because he believed they were just assignments, he worked on them and solved what experts had struggled with for years. This highlights how mindset affects what we think is possible.

The Low-Effort Syndrome

For many fixed mindset students, effort feels risky. If they try and fail, it confirms they’re “not smart.” So, they develop strategies to protect their self-image:

• Avoiding challenges
• Blaming teachers or unfair conditions
• Doing the bare minimum to get by

Adolescence, for them, becomes a constant test—am I smart or dumb? Cool or uncool? Winning or failing? Growth mindset students, however, see school as an opportunity to learn, not just a measure of their ability.

The College Transition

College is another major turning point. Students who were “the smartest” in high school suddenly find themselves surrounded by equally bright peers. How they respond determines their success.

• Fixed mindset students panic when things get hard. If they struggle, they assume they’re not cut out for the subject and often quit.
• Growth mindset students take control of their learning. They analyze mistakes, adjust their study habits, and keep pushing forward.

Dweck shares a study where students in a chemistry class were tracked. Growth mindset students got better grades because they studied strategically—finding patterns, reviewing mistakes, and staying motivated even when the material was tough.

Are People Born Gifted?

Some kids seem naturally gifted. But Dweck challenges the idea that talent alone creates success. She cites cases like:

• Michael, a child prodigy in math, who obsessed over numbers and worked endlessly to improve.
• Mozart, who practiced for a decade before composing his best work.
• Darwin, who spent years collecting data and refining his ideas.

Even child prodigies require years of dedication. Talent might start the journey, but effort determines success.

Can Anyone Learn Anything?

Dweck points to Jaime Escalante, a teacher who turned a failing school in Los Angeles into one of the top-performing math programs in the country. His students, mostly from disadvantaged backgrounds, mastered calculus because he believed in their potential and pushed them to work hard.

Similarly, Marva Collins took students labeled as “learning disabled” and had them reading Shakespeare and mastering advanced material. She didn’t lower expectations—she raised them.

The Problem with Praise

Most parents and teachers believe praising kids’ intelligence builds confidence. But Dweck’s research shows it has the opposite effect.

• When kids were praised for being “smart,” they avoided challenges to protect their image.
• When kids were praised for their effort, they embraced challenges and worked harder.

In one study, students who were praised for intelligence actually lied about their scores later to maintain their “smart” image. This reveals how fragile confidence can be when based on talent alone.

The Power of Negative Labels

Just as positive labels can backfire, negative labels can be just as damaging—especially for groups facing stereotypes. Studies show that:

• Women perform worse on math tests when reminded of gender stereotypes.
• Black students perform worse on academic tests when reminded of racial stereotypes.
• People who believe intelligence is fixed feel powerless against negative labels.

However, those with a growth mindset are less affected. They see intelligence as something they control, not something defined by others.

Breaking the Stereotype Trap

Dweck shares how Frances Conley, a top neurosurgeon, battled self-doubt when male colleagues made dismissive comments. Even at the peak of success, women in male-dominated fields often struggle with confidence—not because they aren’t capable, but because they internalize negative stereotypes.

On the flip side, families that embrace a growth mindset—like the Polgar family, which produced three of the world’s best female chess players—create an environment where success is about effort, not fixed talent.

Grow Your Mindset

Dweck ends the chapter with practical ways to shift towards a growth mindset:

• Learn the real story behind your heroes—how much effort and time they put in.
• When others outperform you, don’t assume they’re more talented. Instead, ask what strategies they used.
• Identify moments where you disengage from learning and reframe them as opportunities to improve.
• Stop labeling kids as “naturally talented” and instead praise their effort and strategies.

Chapter 4 – Sports: The Mindset of a Champion

The Myth of Natural Talent

In sports, people often believe that talent is everything. Scouts search for “naturals”—athletes who seem to have an effortless gift. Billy Beane, a baseball prodigy featured in Moneyball, was one of those.

In high school, he dominated multiple sports, but when things got tough in professional baseball, he crumbled. His fixed mindset made failure unbearable, and instead of working through struggles, he gave up.

Contrast that with his teammate, Lenny Dykstra. He wasn’t as physically gifted, but he had a growth mindset. He didn’t fear failure; he used it to improve.

Beane eventually realized that mindset mattered more than raw talent. As a general manager, he built a winning team by focusing on players with resilience and the right attitude, not just natural ability.

The Power of Hard Work Over Natural Ability

History is full of examples that challenge the idea of “naturals.”

• Muhammad Ali wasn’t built like a typical boxer. He lacked power and fought in an unconventional way. Yet he studied his opponents, played mind games, and used his intelligence to dominate the sport.
• Michael Jordan was cut from his high school varsity team. Instead of giving up, he trained harder than anyone else. Even after becoming the best, he never stopped improving.
• Babe Ruth wasn’t just a naturally gifted hitter—he practiced obsessively. When his career was at risk, he worked on his fitness and technique, extending his dominance.
• Wilma Rudolph, once paralyzed by polio, trained relentlessly to become the fastest woman in the world, winning three Olympic gold medals.

Again and again, great athletes prove that mindset, effort, and persistence matter far more than natural talent.

Why Some Athletes Fail Under Pressure

Many “naturals” struggle when they finally meet resistance. The fixed mindset makes it hard to cope with setbacks.

Pedro Martínez, the baseball pitcher, was brilliant but emotionally fragile. When things went wrong, he lashed out instead of adapting. His inability to handle failure cost his team critical games. In contrast, the New York Yankees—often criticized for their dominance—thrived under pressure because of their discipline and resilience.

In 2003, the Boston Red Sox, cursed with a history of choking in big moments, fell apart against the Yankees. But a year later, with a renewed focus on teamwork and resilience, they reversed their fate and won their first championship in 86 years.

The Champion’s Mentality

True champions don’t just rely on talent; they have character—a mix of mental toughness, discipline, and the ability to rise under pressure.

• Jackie Joyner-Kersee fought through an asthma attack to win a race.
• Pete Sampras was struggling in a Wimbledon final but focused on past experiences to pull off an incredible comeback.
• Mia Hamm, one of the greatest soccer players, constantly pushed herself to improve, saying, “The mental toughness and the heart are stronger than physical advantages.”

Billie Jean King summed it up: A champion is someone who can win even when things aren’t perfect.

Taking Charge of Success

Athletes with a growth mindset take control of their improvement. Michael Jordan reinvented his game as he aged, adding new skills. Tiger Woods, already the best golfer in the world, constantly refined his technique, proving that even the greatest can still get better.

In contrast, John McEnroe, the brilliant but volatile tennis player, refused to take responsibility for his failures. Instead of improving, he blamed external factors—bad weather, bad calls, even his own fame. His career suffered because he never learned how to adapt.

The True Role of a Star Player

Great athletes understand that sports are about more than personal glory.

• Michael Jordan believed that teamwork wins championships, not just individual talent.
• John Wooden, one of the greatest basketball coaches, built championship teams by emphasizing roles over star power.
• Diana Nyad, a record-breaking swimmer, succeeded thanks to an entire team supporting her. Even solo sports require teamwork.

Patrick Ewing, an incredibly talented basketball player, resisted playing a position that would have benefited his team. His refusal to adapt meant he never won a championship. In contrast, Alex Rodriguez, a baseball superstar, switched positions for the good of his team, and it paid off.

Growth Mindset vs. Fixed Mindset in Athletes

Carol Dweck highlights two mindsets in young athletes:

• Iciss Tillis, a promising basketball player, feared failure so much that it held her back. She believed success defined her worth—if she lost, she was a nobody.
• Candace Parker, on the other hand, focused on constant improvement. When she struggled with certain skills, she practiced harder. This mindset helped her become the first woman to win a national dunk contest against men.

The Real Legacy of Champions

Many famous athletes were once considered underdogs. They weren’t born champions; they made themselves into champions through effort, resilience, and a growth mindset.

• Greatness doesn’t come from the ego of a fixed mindset—it comes from a willingness to learn and improve.
• The best athletes don’t rely on talent alone; they build their character through setbacks and hard work.

Grow Your Mindset

• If you think you’re bad at a sport, give effort a chance before assuming it’s just talent.
• If a sport once came easily to you but now feels hard, embrace the challenge instead of giving up.
• Success isn’t just about winning—it’s about learning and improving.
• Mental toughness is a skill. Train your mind the same way you train your body.

Chapter 5 – Business: Mindset and Leadership

The Enron Disaster and the Talent Mindset

The fall of Enron in 2001 was one of the biggest corporate scandals in history, but Carol Dweck argues that it wasn’t just about corruption or incompetence—it was about mindset. Enron had adopted what McKinsey consultants called the “talent mindset,” the belief that success comes from recruiting the most naturally gifted people.

This led to a culture where employees had to appear talented at all costs. Instead of learning and improving, they became obsessed with protecting their image of brilliance. Admitting a mistake was unthinkable. When faced with challenges, many chose to lie or manipulate numbers rather than acknowledge gaps in their knowledge.

The fixed mindset at Enron meant that failure was intolerable, so employees covered up problems rather than solving them. Without the ability to self-correct, the company collapsed under the weight of its own false confidence.

What Makes a Company Great?

Jim Collins, in Good to Great, studied what separated great companies from merely good ones. He found that thriving businesses weren’t led by flashy, ego-driven leaders. Instead, they had humble leaders who embraced the growth mindset.

These leaders:

• Didn’t feel the need to constantly prove their own superiority.
• Encouraged honest feedback and self-reflection.
• Focused on improving rather than protecting their reputation.

For example, Alan Wurtzel, the CEO of Circuit City, fostered debate among his team, constantly questioning assumptions to push for better decisions. Unlike Enron’s leaders, he wasn’t focused on being the smartest person in the room—he was focused on learning and adapting.

The Fixed Mindset in Business Leaders

Many well-known CEOs fall into the fixed mindset trap, believing in their own inherent greatness. Instead of fostering a culture of growth, they prioritize protecting their image.

• Lee Iacocca (Chrysler) started as a brilliant turnaround leader but became obsessed with his own legacy. Instead of investing in innovation, he focused on personal fame, leading to Chrysler’s decline.
• Albert Dunlap (“Chainsaw Al”) was a turnaround specialist who made millions by slashing jobs and boosting stock prices in the short term. But he didn’t know how to build lasting success, and his rigid mindset eventually led to his downfall.
• Ken Lay & Jeff Skilling (Enron) believed they were the smartest people in the room. They discouraged dissent and insisted on maintaining their image of brilliance, even as their company crumbled.

These leaders loved being seen as geniuses, but their refusal to accept challenges or mistakes ultimately led to failure.

Fixed Mindset vs. Growth Mindset Leadership

Leaders with a growth mindset, on the other hand, create lasting success because they prioritize learning and teamwork over personal status.

• Jack Welch (GE) led with a focus on growth, constantly seeking feedback and improvement. He transformed GE into a powerhouse by investing in people, not just profits.
• Lou Gerstner (IBM) took over a struggling IBM and saved it by dismantling its elitist, fixed-mindset culture. He rewarded collaboration and discouraged internal competition.
• Anne Mulcahy (Xerox) turned around Xerox by focusing on learning. She didn’t pretend to know everything—she educated herself on finance, operations, and management to make informed decisions.

These leaders succeeded not because they were naturally brilliant, but because they believed in continuous growth, both for themselves and their employees.

The Danger of “Superstar” CEOs

A dangerous trend in business is the search for superstar CEOs—leaders who are seen as singular geniuses rather than team builders. The media celebrates these figures, often comparing them to J.P. Morgan or Henry Ford. But many of these leaders, like Iacocca or Skilling, ultimately harmed their companies with their ego-driven leadership.

Great leadership isn’t about being the smartest person in the room—it’s about fostering the smartest team and encouraging growth.

Groupthink vs. Open Debate

Another problem with fixed-mindset cultures is groupthink—when everyone in a company agrees just to avoid conflict.

• President Kennedy’s failed Bay of Pigs invasion happened because his advisers didn’t challenge him—they assumed he was always right.
• Enron executives refused to question risky financial practices because they believed they were too smart to fail.
• Alfred Sloan (General Motors) did the opposite—when his team agreed too quickly, he postponed decisions to force deeper analysis.

The best leaders encourage healthy debate and critical thinking rather than blind agreement.

The “Praised” Generation and Workplace Challenges

Many young professionals today have been raised with constant praise—told they are smart and special without being taught how to handle setbacks. This has led to a workforce where employees expect constant validation but struggle with criticism and failure.

Businesses now have to adapt. Instead of rewarding talent alone, they should praise:

• Effort and perseverance
• Learning from mistakes
• Taking initiative and pushing through challenges

By shifting praise toward growth rather than status, companies can build more resilient and capable employees.

Are Leaders Born or Made?

A common myth is that leaders are born, but research shows that leadership is a skill that can be developed.

• John Zenger and Joseph Folkman found that most managers stop learning once they reach a certain level.
• Morgan McCall argues that organizations fail to develop leaders because they focus too much on raw talent rather than growth potential.

Great leaders are made through continuous learning, self-awareness, and embracing challenges.

Growth Mindset in Negotiation and Management

Studies show that people with a growth mindset are far better negotiators. They persist through tough conversations, look for creative solutions, and ultimately reach better outcomes.

Similarly, managers with a growth mindset:

• Believe employees can improve with the right coaching.
• Give more constructive feedback.
• Notice when employees improve over time.

The best corporate training programs should first teach managers to believe in growth, and then train them in specific leadership techniques.

Grow Your Mindset

• If your workplace is fixed-mindset, start by shifting your own mindset. Be open to feedback and embrace learning.
• If you’re a manager, focus on coaching and developing employees rather than just evaluating them.
• If you’re an employee, seek out challenges rather than fearing mistakes.

Chapter 6 – Relationships: Mindsets in Love (or Not)

Why Some People Struggle to Heal After Rejection

Love isn’t easy. Breakups, betrayals, and disappointments are painful, and how people respond to them depends on their mindset. In a study, Dweck and her team asked people to recall a painful rejection. The difference between those with a fixed mindset and a growth mindset was striking.

• Fixed mindset individuals saw rejection as a permanent judgment on their worth. They felt branded as unlovable and often focused on revenge. They wanted the person who hurt them to suffer as much as they did.
• Growth mindset individuals also felt deep pain, but they looked for lessons. They asked themselves, What can I learn from this? What does this experience teach me about relationships? Their focus was on healing and moving forward.

For example, a woman named Nicole was humiliated when her fiancé abandoned her on their wedding day. Instead of letting it define her, she decided to attend the reception alone, danced to I Will Survive, and later married someone who was truly committed to her.

Mindsets Falling in Love

Mindset doesn’t just affect how we handle rejection—it shapes how we approach relationships from the start.

• Fixed mindset people believe relationships should be effortless. They think, If we were meant to be together, everything should be perfect. When problems arise, they see them as signs of incompatibility rather than opportunities for growth.
• Growth mindset people understand that relationships require work. They believe love can deepen through challenges, communication, and effort.

Charlene and Max, for example, started out deeply in love, believing they were “meant for each other.” But when Max’s mood swings surfaced, Charlene felt shut out. Instead of working through the issue, they both assumed the relationship wasn’t “right” and broke up.

In contrast, experts like John Gottman emphasize that all marriages take effort. A strong relationship isn’t one that’s perfect—it’s one where both partners commit to learning and growing together.

The Mind-Reading Trap

People in fixed mindset relationships often believe: If my partner really loved me, they would know what I need without me having to say it. But expecting a partner to read minds leads to frustration and misunderstanding.

• Tom, for instance, told his girlfriend Lucy that he felt an “imbalance” in their relationship. Instead of asking what he meant, Lucy assumed the worst and prepared for a breakup. But when she finally asked, she realized he simply wanted to take their relationship to the next level!
• Even Dweck herself almost fell into this trap. When her husband told her, “I need more space,” she panicked—until she asked for clarification and realized he just wanted to sit more comfortably on the couch!

Good relationships aren’t built on mind-reading. They’re built on communication.

Do Soulmates Exist?

A dangerous belief in fixed mindset relationships is that true love should require no effort. Many people think soulmates should just “click” forever, without compromise or work. But every expert disagrees.

• Marriage expert Aaron Beck warns that believing “If we need to work at it, something is wrong” destroys relationships.
• Relationship scientist John Gottman found that even happy marriages require constant effort to stay strong.

In a fixed mindset, disagreements mean the relationship is flawed. In a growth mindset, disagreements are normal and can strengthen a relationship if handled with patience and care.

Blame and Fixed Mindset Thinking

When conflicts arise, people with a fixed mindset often look for someone to blame. They assume problems exist because of unfixable personality flaws—either in themselves or their partner.

• If they blame themselves, they feel unworthy of love.
• If they blame their partner, they become contemptuous and distant.

For example, Yvonne started acting distant from her husband Charlie. Instead of addressing the issue, Charlie ignored the signs, fearing that acknowledging the problem would mean their relationship was doomed. Growth mindset thinking, however, would have encouraged him to engage, ask questions, and work toward a solution.

Why Some People Sabotage Their Relationships

Some people, like Penelope, destroy relationships by looking for perfection. She would fall head over heels for a man—until she found a “flaw” like bad birthday gifts or wearing white shoes. Instead of working through these minor issues, she saw them as proof he wasn’t “the one” and moved on.

But as relationship expert Daniel Wile puts it, choosing a partner means choosing a set of problems. No one is perfect. The key is finding someone whose imperfections you can accept and grow with.

Competing With Your Partner

In fixed mindset relationships, competition can arise. Instead of supporting each other’s success, partners can feel threatened by it.

• Susan’s boyfriend Martin became insecure when people liked her more. He felt that if she was somebody, he was nobody.
• Cynthia constantly outshined her partners in their own areas of expertise, making them feel small instead of supported.

Healthy relationships thrive when partners celebrate each other’s success instead of feeling the need to “win.”

Developing Through Relationships

The best relationships help both partners grow. James and Laura’s relationship was an example of this—James helped Laura develop patience and emotional regulation, while Laura helped James build his dream company. They were invested in each other’s growth.

A great partnership isn’t about fixing the other person. It’s about supporting them as they grow.

Friendship and Self-Worth

Friendships, like romantic relationships, reflect our mindsets. Some friendships thrive on mutual support, while others are built on one person trying to feel superior.

• Some people only support their friends in tough times but feel threatened by their success. True friends celebrate your wins as much as they support you through struggles.
• Some people tear others down to boost their own ego, using friendships as a way to prove their superiority.
• Others, like Dweck’s friend, recognize that no one is perfect and focus on the good in people—while avoiding those who make them feel bad about themselves.

Shyness and Mindset

Shyness can hold people back from building relationships, but mindset plays a role. Studies show that:

• Fixed mindset shy people fear judgment, avoid social situations, and struggle to connect.
• Growth mindset shy people see social interactions as challenges rather than threats, improving their confidence over time.

Therapist Scott Wetzler tells the story of George, a shy man who unintentionally pushed away a woman who liked him because he feared rejection. Once he shifted his mindset to focus on building a relationship instead of proving himself, he was finally able to connect with her.

Bullying, Revenge, and Mindset

Bullying is another area where mindset matters.

• Fixed mindset victims feel permanently damaged and often fantasize about revenge. Many school shooters, like those at Columbine, had this mindset.
• Growth mindset victims see bullying as a reflection of the bully’s issues, not their own. They are more likely to forgive and move forward instead of seeking revenge.

Anti-bullying programs that emphasize growth—teaching kids they can improve their social skills and helping bullies change—have been highly successful.

Grow Your Mindset

• If you’ve been rejected, ask: What can I learn from this? How can I grow from it?
• Stop expecting perfect relationships—great relationships take effort.
• Communicate clearly. Don’t expect mind reading.
• Support your partner’s success instead of competing.
• Avoid friendships that make you feel small. Surround yourself with people who lift you up.

Chapter 7 – Parents, Teachers, and Coaches: Where Do Mindsets Come From?

The Messages We Send

No parent, teacher, or coach intends to limit a child’s success, yet many of the messages they send can have unintended consequences. Every word and action conveys a message—either reinforcing a fixed mindset (that abilities are set in stone) or a growth mindset (that abilities can develop).

Even small interactions can shape a child’s view of themselves. The example of young Bruce, who asked critical questions at his first day of kindergarten, illustrates this. His mother saw his comments as rude, while his teacher reassured him that imperfection was okay. This showed Bruce that learning was about growth, not judgment.

The Danger of Praising Intelligence

Many parents and teachers believe that praising children’s intelligence boosts confidence. But research shows the opposite—it creates a fear of failure. Dweck and her team conducted seven experiments with hundreds of children, showing that:

• Kids praised for their effort developed a growth mindset and were willing to take on challenges.
• Kids praised for being smart developed a fixed mindset, avoiding challenges to protect their label.

One mother shared how her son, constantly praised for being intelligent, became afraid to take on difficult tasks. Another student admitted that being called smart made him avoid anything he couldn’t do right away, seeing struggle as proof he wasn’t actually smart.

Even Dweck herself fell into this trap, once telling her husband, “You’re brilliant!” after he solved a tough problem. She immediately realized her mistake and reworded it to emphasize the effort and strategies he used to succeed.

Shifting to Process-Based Praise

Instead of praising intelligence or talent, parents and teachers should focus on effort, learning, and resilience. Examples of better praise include:

• “You really studied for your test, and your improvement shows it.”
• “I like the way you tried different strategies until you found what worked.”
• “That was a tough problem, but you stuck with it and found a way through.”

This kind of praise helps kids develop a lifelong love for learning, rather than making them dependent on validation.

Handling Failure the Right Way

When kids experience failure, the way adults respond shapes their mindset. Consider a young gymnast, Elizabeth, who didn’t win any ribbons at her first competition. Possible parental responses could be:

1. “You were the best.” (False reassurance)
2. “The judges were unfair.” (Blaming others)
3. “It’s just gymnastics, it doesn’t matter.” (Devaluing the experience)
4. “You have the ability; you’ll win next time.” (Implies talent alone will bring success)
5. “You didn’t earn it yet, but if you work hard, you can.” (Encourages effort)

Elizabeth’s father chose the last response. Instead of making excuses, he told her the truth—she hadn’t trained as much as the other girls. Inspired, she worked harder, and at her next competition, she won five ribbons.

Constructive Criticism: The Right Way to Give Feedback

Criticism is necessary for learning, but it should be framed in a way that helps children improve. Compare these two approaches:

• Fixed mindset criticism: “This is your homework? Can’t you ever get it right? You’re irresponsible.” (Attacks character)
• Growth mindset criticism: “I know this was a long assignment. Let’s talk about strategies to make it more manageable next time.” (Encourages learning)

Even young children internalize these messages. In one study, kids with a fixed mindset felt their parents judged their intelligence, while those with a growth mindset felt their parents simply wanted them to learn.

Teachers: What Makes a Great Educator?

Teachers, like parents, can influence whether students develop a love of learning. Some believe lowering standards boosts self-esteem, but research shows that setting high expectations—while providing the right support—leads to real growth.

• Great teachers believe in potential. Marva Collins took students labeled as “unteachable” and transformed them into passionate learners. She told them, “Goodbye to failure. Welcome to success.”
• They make learning exciting. Rafe Esquith, an LA teacher, made struggling students fall in love with literature and algebra through creative teaching.
• They never give up on students. Legendary violin teacher Dorothy DeLay believed talent could be developed, even if students weren’t “naturals” at first.

High Standards with Nurturing Support

Collins and Esquith held their students to rigorous academic expectations—teaching Shakespeare to struggling readers and algebra to elementary kids—but always in an environment of warmth and encouragement.

In contrast, fixed mindset teachers judge students’ abilities early on and assume they can’t improve. This creates an environment where struggling students give up before they even try.

Coaching: The Fixed vs. Growth Mindset Approach

Coaches, like teachers, shape how athletes develop. Dweck contrasts two legendary basketball coaches—Bobby Knight and John Wooden—to show how mindset plays a role.

• Bobby Knight (Fixed Mindset) was a brilliant but harsh coach. He demanded perfection, publicly humiliated players for mistakes, and viewed failure as a personal attack.
• John Wooden (Growth Mindset) focused on effort, learning, and discipline. He didn’t demand mistake-free games—he demanded full preparation and effort.

Knight’s approach led to championships but also left many players emotionally drained. In contrast, Wooden built champions in basketball and life. His players, like Kareem Abdul-Jabbar and Bill Walton, later credited him with shaping their character, not just their athletic ability.

Final Lessons: Shaping a Growth Mindset in Kids

• Praise effort, not intelligence. Kids should learn that hard work and persistence lead to success.
• Frame failure as an opportunity to learn. Instead of protecting kids from failure, help them develop resilience.
• Give constructive feedback. Help kids see what they can improve rather than labeling them as “good” or “bad.”
• Set high expectations and support students. Whether as a parent, teacher, or coach, create an environment where kids feel challenged but encouraged.

Chapter 8 – Changing Mindsets

The Nature of Change

Change isn’t like surgery—where you remove an old part and replace it with a new one. Instead, new beliefs grow alongside old ones, gradually becoming stronger and shaping new ways of thinking and acting.

Dweck shares childhood stories of feeling powerless—watching her classmates advance ahead of her and freezing instead of taking action. Even today, she sometimes feels a sense of powerlessness in the face of setbacks. But what has changed is her response. Instead of giving up, she has learned that change is a process of gradually strengthening new beliefs.

Beliefs Are the Key to Happiness (and Misery)

In the 1960s, psychiatrist Aaron Beck noticed that his patients’ distress often came from automatic thoughts—quick beliefs that flashed through their minds, like “I’ll never get better” or “People think I’m a failure”. These beliefs, often unconscious, shaped their emotional state.

Cognitive therapy, one of the most effective treatments ever developed, teaches people to identify and change these destructive thoughts. Instead of jumping to extreme conclusions, they are encouraged to challenge their assumptions with evidence: “What are some examples that prove I am capable?”

But while cognitive therapy helps people change their self-judgments, it doesn’t necessarily take them out of a fixed mindset. It doesn’t question the fundamental belief that abilities and traits are fixed—it just softens their self-criticism.

The growth mindset goes further. Instead of simply reducing negative self-judgment, it replaces it with a completely different perspective: “What can I learn from this? How can I improve?”

The Mindset Lectures: Small Changes, Big Impact

Simply learning about the growth mindset can create a major shift in how people approach their challenges. Every year, Dweck teaches her students about mindsets and watches as they transform their views on learning, talent, and success.

• Maggie, an aspiring writer, had always feared sharing her work because she believed talent was innate. After learning about the growth mindset, she enrolled in a writing class, excited to develop her skills.
• Jason, a college athlete, realized he had only cared about winning. Now, he focuses on learning and improving with every match.
• Tony, a self-proclaimed genius, had coasted through high school without studying. When he hit academic struggles, he lost all confidence. Understanding the growth mindset helped him break free from his self-destructive patterns and start studying seriously.

Each of them realized that they had been trapped in a fixed mindset—and that shifting their thinking could help them move forward.

A Mindset Workshop: Transforming Students’ Motivation

Adolescence is when many students disengage from school, fearing failure and avoiding challenges. In response, Dweck and her colleagues created a mindset workshop, teaching students how the brain grows when it is challenged.

Students learned that intelligence isn’t fixed—it’s like a muscle that gets stronger with use. Through a series of activities, they saw how neurons form new connections when they put in effort.

The impact was profound:

• Jimmy, a student who never cared about school, stayed up late working on an assignment for the first time.
• M., a struggling student, voluntarily sought extra help and raised her grade from failing to an 84.
• R., another student, went from failing grades to steady improvement because he now valued his growth.

In contrast, students in a control group—who received study skills training but not mindset training—showed no improvement.

Brainology: Making Growth Mindset Learning Accessible

To scale the impact, Dweck developed Brainology, an interactive digital program where students learn about brain development through animated characters, Chris and Dahlia. These students struggle with school but visit a scientist, Dr. Cerebrus, who teaches them how their brains grow with effort.

Students loved the program, saying things like:

• “Now I know that if I try harder, my brain gets stronger.”
• “Every time I think about skipping my work, I remember my neurons growing.”

Teachers also changed their approach, realizing that all students could improve with the right encouragement.

More About Change: Easy or Hard?

Mindset change seems easy—after all, simply learning about it can spark transformation. But deep, lasting change is challenging because the fixed mindset often feels safe.

For many people, their fixed mindset gave them a sense of identity. If they were told they were “gifted” or “special” as children, they may have relied on this identity for self-worth. Giving it up means embracing challenges, setbacks, and effort—things they once avoided.

Dweck recalls her own struggle: she used to keep track of daily successes, feeling good when she “proved” herself. Shifting to a growth mindset left her unsettled at first—some nights, she had no “wins” to tally up. But eventually, she found deeper satisfaction in learning and improvement.

Taking the First Step

To help readers apply the growth mindset, Dweck presents dilemmas:

• Dilemma 1: Rejected from a dream graduate program
  • Fixed mindset: “I’m not good enough.”
  • Growth mindset: “What can I learn from this?” One applicant called for feedback—and was later accepted because the department admired her initiative.
• Dilemma 2: A struggling rookie quarterback
  • Fixed mindset: “I’m failing. I’m not a leader.”
  • Growth mindset: “I need to learn from the veterans.” By asking for advice, a player integrated into the team and gained confidence.
• Dilemma 3: Feeling entitled to success
  • Fixed mindset: “I deserve better.”
  • Growth mindset: “I need to put in effort and learn from my colleagues.”
• Dilemma 4: Denial in relationships
  • Fixed mindset: “My marriage is ending—I must be unlovable.”
  • Growth mindset: “What could I have done differently? How can I learn to communicate better in the future?”

Changing Your Child’s Mindset

Parents can help children develop a growth mindset by shifting daily conversations. Instead of praising intelligence, they can ask:

• “What did you learn today?”
• “What mistake did you make that helped you grow?”
• “What did you try hard at today?”

When children boast about being naturally gifted, parents can respond, “That’s great! But what did you do to improve today?” Over time, kids internalize the idea that effort—not just talent—matters.

Mindset and Willpower: Why Resolutions Fail

Many people believe willpower is something you either have or don’t have. But like any skill, it can be developed with the right strategies.

• Dieters who simply try to “eat less” often fail. Those who make specific plans—like portioning meals in advance—are more successful.
• People trying to control their temper often vow, “I’ll do better next time,” but don’t plan how to respond differently. Without concrete strategies, they repeat the same mistakes.

Instead of just promising change, people need specific, visualized plans for when, where, and how they’ll act.

Maintaining Change

One of the biggest traps in personal growth is abandoning the habits that led to improvement.

• A child who starts loving learning can slip back into a fixed mindset if not supported.
• A couple who improves their communication may stop making the effort, assuming their relationship will now “just work.”
• A leader who embraces feedback may slowly revert to defensiveness.

To maintain growth, people must keep practicing mindset habits—even after seeing results.

The Road Ahead

Changing mindsets isn’t always easy, but it’s worth it. Those who make the shift live richer, more fulfilling lives.

And even if change isn’t right for you today, just knowing the power of a growth mindset means you can turn to it whenever you’re ready.

4 Key Ideas From Mindset

6 Main Lessons From Mindset

My Book Highlights & Quotes

The view you adopt for yourself profoundly affects the way you live your life

This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others. 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

You can see how the belief that cherished qualities can be developed creates a passion for learning. Why waste time proving over and over how great you are, when you could be getting better? Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow? And why seek out the tried and true, instead of experiences that will stretch you? The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives

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

People in a growth mindset don’t just seek challenge, they thrive on it. The bigger the challenge, the more they stretch

When do people with the fixed mindset thrive? When things are safely within their grasp. If things get too challenging – when they’re not feeling smart or talented – they lose interest

In the growth mindset, it’s almost inconceivable to want something badly, to think you have a chance to achieve it, and then do nothing about it

People are all born with a love of learning, but the fixed mindset can undo it. Think of a time when you were enjoying something – doing a crossword puzzle, playing a sport, learning a new dance. Then it became hard and you wanted out. Maybe you suddenly felt tired, dizzy, bored, or hungry. Next time this happens, don’t fool yourself. It’s the fixed mindset. Put yourself in a growth mindset. Picture your brain forming new connections as you meet the challenge and learn. Keep on going

The students with growth mindset completely took charge of their learning and motivation. Instead of plunging into unthinking memorization of the course material, they said: “I looked for themes and underlying principles across lectures,” and “I went over mistakes until I was certain I understood them.” They were studying to learn, not just to ace the test. And, actually, this was why they got higher grades – not because they were smarter or had a better background in science

Just because some people 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. This is so important, because many, many people with the fixed mindset think that someone’s early performance tells you all you need to know about their talent and their future

Do you label your kids? This one is the artist and that one is the scientist. Next time, remember that you’re not helping them – even though you may be praising them … Find a growth-mindset way to compliment them

Those with the growth mindset found setbacks motivating. They’re informative. They’re a wake-up call

If the wrong kinds of praise lead kids down the path of entitlement, dependence, and fragility, maybe the right kinds of praise can lead them down the path of hard work and greater hardiness

When students don’t know how to do something and others do, the gap seems unbridgeable. Some educators try to reassure their students that they’re fine just as they are. Growth-minded teachers tell students the truth and then give them the tools to close the gap

So, are great teachers born or made? … It starts with the growth mindset – about yourself and about children. Not just lip service to the idea that all children can learn, but a deep desire to reach in and ignite the mind of every child

A growth mindset is about believing people can develop their abilities. It’s that simple

Let’s be totally clear here. We as educators must take seriously our responsibility to create growth-mindset-friendly environments – where kids feel safe from judgment, where they understand that we believe in their potential to grow, and where they know that we are totally dedicated to collaborating with them on their learning. We are in the business of helping kids thrive, not finding reasons why they can’t

It’s the parents who respond to their children’s setbacks with interest and treat them as opportunities for learning who are transmitting a grth 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

People with a growth mindset are also constantly monitoring what’s going on, but their internal monologue is not about judging themselves and others in this way. Certainly they’re sensitive to positive and negative information, but they’re attuned to its implications for learning and constructive action: What can I learn from this? How can I improve? How can I help my partner do this better?

Instead of being held captive by some intimidating fantasy about the Great Writer, the Great Athlete, or the Great Genius, the growth mindset gave them the courage to embrace their own goals and dreams. And more important, it gave them a way to work toward making them real

Mindset change is not about picking up a few pointers here and there. It’s about seeing things in a new way. When people – couples, coaches and athletes, managers and workers, parents and children, teachers and students – change to a growth mindset, they change from a judge-and-be-judged framework to a learn-and-help-learn framework. Their commitment is to growth, and growth takes plenty of time, effort, and mutual support to achieve and maintain

You can look back and say, “I could have been …,” polishing your unused endowments like trophies. Or you can look back and say, “I gave my all for the things I valued.” Think about what you want to look back and say. Then choose your mindset

Actually, sometimes you plunge into something because you’re not good at it. This is a wonderful feature of the growth mindset. You don’t have to think you’re already great at something to want to do it and to enjoy doing it

Parents think they can hand children permanent confidence – like a gift – by praising their brains and talent. It doesn’t work, and in fact has the opposite effect. It makes children doubt themselves as soon as anything is hard or anything goes wrong. 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, seek new strategies, 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

One more thing about praise. When we say to children, “Wow, you did that so quickly!” or “Look, you didn’t make any mistakes!” what messages are we sending? We are telling them that what we prize are speed and perfection. Speed and perfection are the enemy of difficult learning: “If you think I’m smart when I’m fast and perfect, I’d better not take on anything challenging

Many educators think that lowering their standards will give students success experiences, boost their self-esteem, and raise their achievement. It comes from the same philosophy as the overpraising of students’ intelligence. Well, it doesn’t work. Lowering standards just leads to poorly educated students who feel entitled to easy work and lavish praise

The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning

Great teachers set high standards for all their students, not just the ones who are already achieving

We like to think of our champions and idols as superheroes who were born different from us. We don’t like to think of them as relatively ordinary people who made themselves extraordinary

Picture your brain forming new connections as you meet the challenge and learn. Keep on going

I don’t mind losing as long as I see improvement or I feel I’ve done as well as I possibly could

So what should we say when children complete a task—say, math problems—quickly and perfectly? Should we deny them the praise they have earned? Yes. When this happens, I say, “Whoops. I guess that was too easy. I apologize for wasting your time. Let’s do something you can really learn from

This is something I know for a fact: You have to work hardest for the things you love most

After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance. How can that be? Don’t children love to be praised? Yes, children love praise. And they especially love to be praised for their intelligence and talent. It really does give them a boost, a special glow—but only for the moment. The minute they hit a snag, their confidence goes out the window and their motivation hits rock bottom. If success means they’re smart, then failure means they’re dumb. That’s the fixed mindset

Conclusion

In conclusion, reading Carol Dweck’s book Mindset is a transformative journey into understanding the power of our beliefs and how they shape our success.

This book provides invaluable insights into the profound impact of adopting a growth mindset, which not only empowers us to embrace challenges, learn from failures, and persevere in the face of setbacks but also unlocks our true potential for continuous growth and achievement.

By reading Mindset, you equip yourself with the tools to cultivate a mindset that can positively influence every aspect of your life, from education and personal development to leadership and relationships.

It’s an essential read for anyone seeking personal and professional growth, offering a path to realizing your fullest potential.

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