How to Help Every Child Fulfil Their Potential: Carol Dweck (Transcript)

Carol Dweck

Full text of Carol Dweck’s talk: How to Help Every Child Fulfil Their Potential.


We all come like this: infinitely curious, always experimenting, always learning and addressing the most difficult tasks of a lifetime with tremendous gusto.

You never see an unmotivated baby. No. And yet just a few years later you start seeing lots of kids who look as turned off as that baby. Not so different from the baby.

But what we have now discovered is that mindsets are at the heart of this kind of problem. Mindsets that make kids afraid to try and make them easily derailed by setbacks. But what’s important is that we are also discovering why this happens and what to do about it.

In my work we find that some students have a fixed mindset about their intellectual abilities and talents. They think intelligence is just a fixed trait; you have a certain amount and that’s that. This is the mindset that makes kids afraid to try. Because they’re afraid to look down.

But other students have a growth mindset. They believe that intelligence can be developed through their effort, dedication, learning, and mentorship from others. They don’t think everyone’s the same or that anyone can be Einstein. But they understand that even Einstein wasn’t the guy he became before he put in years and years of dedicated labor.

What I’m going to talk about today is how these mindsets work and how they can be changed.

How do they work? They work by creating a whole psychological world for students where everything has a different meaning. And I’d like to take you through those worlds now in terms of three mindset rules. So if you’re ready here we go.

I’m going to organize this by telling you about a study we did with hundreds of students making the transition to seventh grade. They’re about 13 years old; it’s an extremely difficult transition. The work gets substantially harder, the braiding gets more stringent, the environment becomes less personal.

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And that’s a crucial time. It’s a time when many students turn off to school. And you start to see lots of declining grades.

So as they entered we measured their mindsets… that is we saw whether they believed intelligence was fixed or could be developed. We monitored their grades and math over the next two years.

We also measured a lot about their attitudes toward learning.

Now, look what happened? They had entered seventh grade with just about identical achievement test scores. But by the end of the first term, their grades jumped apart and continued to diverge over the next two years. The only thing that differed were their mindsets.

Now let’s see why and how this happened.

The first thing we found after the math grades was that they had completely different goals in school. The number one goal for kids in a fixed mindset is look smart at all times and at all costs. And above all, never look down. So their whole lives are oriented toward of waiting tasks that might show a deficiency.

But in a growth mindset, where they believed intelligence can be developed, their cardinal rule is learn at all times and at all costs. And you can see how a focus on learning would create greater achievement.

We found the same thing in pre-medical students at an elite University in the US. They cared about grades because they weren’t going to get through the pre-med curriculum without them. But those with the growth mindset said they cared even more about learning.

And our analyses showed that because of their emphasis on learning, they actually earned higher grades in their organic chemistry course. They studied more deeply and if they had a setback on their original exam or two, they did everything in their power to recover.

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