Self-Theories: Carol Dweck's Research

Beliefs people develop to organize their world and experiences.

Two frameworks of self-theories that describe how people view their abilities.

Two types of goals related to achievement. One focuses on proving ability through performance. The other focuses on improving abilities through learning.

Self-esteem dependent on external factors, such as praise or achievements.

Self-esteem independent of external sources, focusing on inherent worth.

Leading researcher in motivation and achievement, author of 'Self-theories'.

Strategies to help individuals shift their mindset on failure to focus learning and improvement from it.

How individuals react to failure, influenced by their self-theories.

The belief that intelligence is a fixed, innate quality that cannot be changed.

The belief that intelligence can be developed and improved through effort and learning.

The idea that a person's intelligence is predetermined and cannot be changed.

Students who believe their intelligence is fixed and focus on appearing smart and avoiding looking dumb.

Easy tasks and outperforming others are preferred by students with an entity theory, as they provide a quick perception of 'success' without requiring significant effort.

Students with an entity theory of intelligence are more motivated by the perceived ease and avoidance of failure, often valuing appearance over learning.

The belief that intelligence and abilities can be developed through dedication and hard work.

The belief that intelligence is fixed and cannot be changed.

The belief that intelligence can be developed through effort and learning.

Focused on demonstrating ability and proving competence.

Focused on acquiring new knowledge and skills.

Giving up or feeling defeated in the face of challenges due to a fixed view of ability.

Persisting and seeking strategies to overcome challenges due to a belief in growth potential.

Entity mindset leads to performance goals, focused on proving ability, while incremental mindset motivates learning goals, focused on acquiring new knowledge and skills.

Changing your view of intelligence from fixed to malleable, leading to increased motivation and learning.

The belief that intelligence is fixed and unchangeable. People with this mindset avoid challenges and focus on proving their existing abilities.

A fixed mindset believes that intelligence is fixed, while a growth mindset believes that intelligence can be developed.

They fear failure and looking incompetent because they believe their intelligence is fixed and cannot be improved. They prefer easy tasks where they can demonstrate their existing abilities.

It encourages individuals to embrace challenges as opportunities for growth and learning. They view setbacks as learning experiences and are motivated to improve.

A fixed mindset can lead to a fear of failure, a focus on proving abilities instead of learning, and a lack of effort to improve. It can hinder personal and academic growth.

The belief that intelligence is fixed and unchangeable. People with this view think their inherent ability determines their success.

The belief that intelligence can be developed through effort and learning. People with this view believe they can improve with practice.

Learning goals focus on personal growth and expansion of knowledge, leading to increased motivation and a more positive view of challenges. They promote a growth mindset where failure is seen as an opportunity for development.