Carol Dweck

About

Carol Dweck is the Lewis and Virginia Eaton Professor of Psychology at Stanford University and a professor, by courtesy, of Education. Her work bridges developmental psychology, social psychology, and personality psychology, focusing on the self-conceptions people use to structure the self and guide their behavior. Her research examines the origins of these self-conceptions, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes. Dweck's academic career includes appointments at Columbia University, the University of Illinois, and Harvard University, with her current position at Stanford since 2004. She has received numerous awards, including the Book Award for Self-Theories from the World Education Federation, the Donald Campbell Career Achievement Award in Social Psychology, and the James McKeen Cattell Lifetime Achievement Award from the Association for Psychological Science. She is an elected member of the American Academy of Arts and Sciences, the National Academy of Sciences, and the Herbert Simon Fellow of the Academy of Political and Social Science. Her research has contributed significantly to understanding how beliefs about ability influence motivation, learning, and achievement. She has explored the development and structure of ability concepts in children, the motivational significance of early beliefs about ability, and the role of mindsets in education and motivation science. Her work also extends to…

Research topics

• Computer Science
• Psychology
• Political Science
• Sociology
• Artificial Intelligence
• Pedagogy
• Social psychology
• Epistemology
• Public relations
• Social Science

Selected publications

• What can be learned from growth mindset controversies?

  American Psychologist · 2020 · 746 citations

  Senior authorCorresponding

  The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies…

  DOI

• Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work

  Psychological Science · 2021 · 330 citations

  Senior authorCorresponding

  hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter hypothesis. This result stood up to potentially confounding teacher factors and to a conservative Bayesian analysis. Thus, sustaining growth-mindset effects may require contextual supports that allow the proffered beliefs to take root and flourish.

  PublisherOA PDFDOI

• Using large language models in psychology

  Nature Reviews Psychology · 2023 · 300 citations

  PublisherDOI

• Motivation and Achievement

  2024-01-01 · 149 citations

  articleSenior author
  PublisherDOI

• How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries.

  American Psychologist · 2020 · 106 citations

  = 6,541), replicated the effects of the growth mindset intervention on the behavioral challenge-seeking task and on increased advanced math course-enrollment rates. Treated students took (and subsequently passed) advanced math at a higher rate. Critically, the U-say experiment provided the first direct evidence that a structural factor-school policies governing when and how students opt in to advanced math-can afford students the possibility of profiting from a growth mindset intervention or not…

  DOI

Frequent coauthors

• David S. Yeager

  The University of Texas at Austin

  32 shared

• Gregory M. Walton

  29 shared

• Catherine Good

  23 shared

• Jennifer A. Mangels

  The Graduate Center, CUNY

  21 shared

• Aneeta Rattan

  London Business School

  20 shared

• Ying‐yi Hong

  19 shared

• James J. Gross

  17 shared

• Chi‐yue Chiu

  17 shared

Education

• Ph.D.

  Yale University

  1971

• M.S.

  University of Illinois

• B.A.

  University of Illinois

Awards & honors

• Book Award for Self-Theories, World Education Federation (20…
• Donald Campbell Career Achievement Award in Social Psycholog…
• Award for Innovative Program of the Year, “Brainology” (2008…
• Ann L. Brown Award for Research in Developmental Psychology,…
• Klingenstein Award for Leadership in Education, Klingenstein…

Similar researchers at Stanford University

• Jordan Gerard Starckh-230
• Leanne Williamsh-140
• Hazel Markush-104