Mindset
"People in a growth mindset don't just seek challenge, they thrive on it. The bigger the challenge, the more they stretch."
— Carol S. Dweck, Mindset (2006)
Introduction
| Mindset | |
|---|---|
 | |
| Full title | Mindset: The New Psychology of Success |
| Author | Carol S. Dweck |
| Language | English |
| Subject | Psychology; Personal development; Motivation |
| Genre | Nonfiction; Self-help |
| Publisher | Random House |
Publication date | 28 February 2006 |
| Publication place | United States |
| Media type | Print (hardcover, paperback); e-book; audiobook |
| Pages | 276 |
| ISBN | 978-1-4000-6275-1 |
| Goodreads rating | 4.1/5 (as of 8 November 2025) |
| Website | penguinrandomhouse.com |
Mindset is a psychology book by Stanford University psychologist Carol S. Dweck that contrasts “fixed” and “growth” mindsets and explains how beliefs about ability shape achievement across school, work, sports, and relationships.[1] Drawing on decades of research, Dweck argues that seeing abilities as developable—through effort, strategies, and feedback—supports learning and resilience, whereas treating them as fixed undermines persistence.[1] The prose is example-driven and practical, including a self-assessment checklist; later updates add guidance on avoiding a “false growth mindset” and on applying the idea to group cultures.[2][1] The publisher bills the book as a million-copy bestseller, and its ideas continue to circulate widely among educators and managers.[1][3] It also charted on The Washington Post’s weekly paperback nonfiction list in 2017, appearing on 25 June and again on 13 August that year.[4][5]
Chapters
Chapter 1 – The mindsets
🧠 In a schoolroom study, children come one at a time to a quiet room and tackle a series of puzzles: an easy set first, then a deliberately difficult set, while their strategies and feelings are observed. A ten-year-old leans in with energy as tasks get harder, treating struggle as information rather than a verdict. A later vignette offers concrete stressors—a C+ on a midterm in a favorite class, a parking ticket on the way home, and a brushoff from a best friend—to show how one outlook spirals into paralysis while another plans the next study session, pays the fine, and repairs the friendship. Biographies that defy talent myths—Darwin and Tolstoy labeled ordinary in youth, Ben Hogan ungainly as a child, Cindy Sherman failing her first photography course, Geraldine Page advised to quit—argue that potential is unknowable in advance. A brief self-assessment asks readers to mark agreement with four statements about intelligence (and then about personality) to surface default beliefs. A language-class vignette contrasts an inner monologue that treats public questions as IQ tests with one that frames them as guided practice. The throughline is that a fixed mindset pushes people to prove themselves and avoid exposure, while a growth mindset orients them toward learning, feedback, effort, and better strategies. These beliefs set goals (validation versus mastery) and redirect attention, emotion, and persistence when setbacks arrive, making the same events feel either threatening or instructive. 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.
Chapter 2 – Inside the mindsets
🔍 A candid personal vignette recounts chasing effortless success and a “prince-like” partner, then finding satisfaction only after reframing ability as something developed through challenge. Working with doctoral student Mary Bandura, the narrative crystallizes two meanings of ability: a fixed quality to be proved versus a changeable capacity that grows through learning. A political theorist’s line about “learners and nonlearners” sets up experiments: four-year-olds choose between redoing an easy jigsaw puzzle or attempting a harder one, revealing early avoidance when “being smart” is at stake. In survey work from grade-schoolers to young adults, people with fixed beliefs report feeling smart when work is flawless and fast, while those with growth beliefs feel smart when something hard begins to yield to effort. Field evidence extends the pattern: in Joseph Martocchio’s computer-training course, trainees primed with a malleable-skills message gained confidence through mistakes, whereas those primed to see ability as fixed lost confidence as errors accumulated. Across these cases, the same setback or exertion carries different meanings—threat and exposure versus data and progress—depending on the lens. Beliefs that ability is fixed cue performance goals and threat interpretations; beliefs that it can grow cue mastery goals and controllable, strategy-focused explanations that keep people engaged. When you enter a mindset, you enter a new world.
Chapter 3 – The truth about ability and accomplishment
🎓 Picture Thomas Edison at work; records show he was not a lone genius but the leader of an industrial lab, with thirty assistants—many trained scientists—working around the clock in a corporate-funded, state-of-the-art facility to develop the lightbulb. Across fields, Benjamin Bloom’s study of 120 top performers—from concert pianists and Olympic swimmers to mathematicians—found few prodigies who were extraordinary early on; the consistent pattern was sustained motivation, coaching, and years of structured practice that turned interest into expertise. In Los Angeles, Garfield High School’s Jaime Escalante asked how to teach inner-city students calculus rather than whether they could learn it; by 1987 only three other U.S. public schools had more students sitting for AP Calculus, and many of his largely Mexican American students scored high enough to earn college credit. Classroom beliefs matter, too: in Falko Rheinberg’s research, teachers who saw ability as fixed predicted stable achievement and taught accordingly, while growth-oriented teachers behaved as if improvement were possible and got different results. It also asks “Is artistic ability a gift?”, tracing how technique and deliberate practice—rather than mystique—underpin work that ends up in places like the Museum of Modern Art, and warning that praise for talent can make students risk-averse, whereas process-focused feedback keeps them tackling hard problems. The throughline is that accomplishment accumulates when people treat effort and errors as inputs to learning rather than as verdicts on identity, and when the surrounding systems reinforce that interpretation. Because beliefs steer goals (proving versus improving) and attributions (fixed traits versus controllable strategies), they channel attention toward practice, feedback, and persistence that compound into expertise.
Chapter 4 – Sports: the mindset of a champion
🏅 The sports world’s romance with the “natural” meets a counter-example in Billy Beane: celebrated by scouts for effortless ability, he unraveled when challenged, while teammate Lenny Dykstra kept swinging, learning, and adjusting; years later, as Oakland’s general manager, Beane prioritized mindset over mystique and guided the 2002 A’s to a near-record winning streak on one of baseball’s leanest payrolls. Beyond baseball, golfers once shunned physical training until Tiger Woods’s disciplined workouts and practice routines redefined preparation; in boxing, Muhammad Ali’s study of Sonny Liston and his psychological gamesmanship beat “natural measurements.” Champions also define success and failure differently: Jackie Joyner-Kersee treated the heptathlon’s 800-meter crisis as a test of self-talk and finished to win, while Michael Jordan publicly tallied thousands of missed shots and hundreds of losses to frame failure as data for practice. Coach John Wooden prized games his teams prepared and played well as much as titles, signaling a process standard that travels from practice plans to film study and role clarity. The pattern repeats: fixed-mindset stars protect image, blame noise, and avoid weaknesses; growth-mindset athletes seek coaching, attack shortcomings, and translate setbacks into specific work. Champions’ edge is a habit of attention—toward preparation details, controllable levers, and feedback loops—that makes improvement inevitable and reputation a by-product. Because beliefs about athletic ability set goals (validation versus mastery) and define what effort and failure mean, they determine whether pressure exposes ego or reveals a path to skill.
Chapter 5 – Business: mindset and leadership
💼 In 2001 Enron’s collapse became the cautionary tale: consultants at McKinsey popularized a “talent mindset,” Malcolm Gladwell wrote in The New Yorker, and the company built systems that prized looking brilliant over learning, turning error-correction into a threat. Inside Enron that logic hardened into image protection—tied to lab findings where University of Hong Kong students with fixed beliefs refused a remedial English course that would have helped them and, in a separate study, nearly 40% of intelligence-praised students overstated their scores after struggling. Jim Collins’s five-year Good to Great research offers a foil: eleven companies that sustained market-beating returns were led by self-effacing executives who confronted brutal facts and built teams, not cults of personality. Circuit City’s Alan Wurtzel ran boardroom debates, called himself a “plow horse,” and over fifteen years delivered the highest total return to NYSE shareholders in his era. In a simulation by Robert Wood and Albert Bandura, graduate business students ran a computerized furniture company: those told the task measured inborn ability clung to early choices, while those told management skills develop examined mistakes, revised strategy, and raised productivity with steady confidence. It then contrasts fixed-mindset chiefs—Lee Iacocca–style “genius with a thousand helpers”—with growth-minded leaders who share credit and institutionalize learning. Jack Welch kept visiting GE factory lines and shifted rewards from lone originators to the teams that executed; Lou Gerstner at IBM and Anne Mulcahy at Xerox rebuilt cultures around development rather than star worship. Together these cases show how beliefs about ability shape what leaders notice, how they react to feedback, and whether organizations become reputational theaters or learning systems. When ability is treated as expandable, leaders set mastery goals, face information squarely, and design practices that compound improvement; when ability is treated as fixed, image defense crowds out inquiry and the enterprise stops self-correcting.
Chapter 6 – Relationships: mindsets in love (or not)
💞 To see how beliefs play out in intimacy, more than a hundred people were recruited and asked to recount a “terrible rejection”; the stories were similar, but interpretations differed—some fixated on permanent flaws and payback, others looked for lessons, support, and a path forward. Therapists’ evidence undercuts the fantasy of effort-free compatibility: Aaron Beck warns that “if we need to work at it, something’s wrong” is destructive, and John Gottman notes that every marriage demands ongoing effort as opposing forces tug at a bond. Vignettes show what the mindsets feel like up close: the urge to “mind read” rather than ask, the shock when minor disagreements threaten a fragile ideal of perfect agreement, and the spiral as labels replace listening. A public example tests forgiveness: after the Lewinsky affair, the Clintons spent one full day a week in counseling for a year; forgiveness made sense only when change looked intentional and sustained, not when character was assumed fixed. In “The Partner as Enemy,” blame becomes the default; to interrupt it, an imaginary third party—“Maurice”—soaks up knee-jerk accusations long enough for problem-solving to begin. Competitive undercurrents also surface in “Who’s the Greatest?”, where a partner’s status anxiety turns conferences and casual praise into scorecards; other pairs crowd each other’s identities until there’s no room to grow. Friendship, shyness, and bullying dynamics follow the same pattern: fixed beliefs invite humiliation-avoidance and revenge, while growth beliefs invite communication, boundaries, and skill-building. If traits and relationships are fixed, conflict confirms defects and risk feels dangerous; if traits and bonds can develop, effort, feedback, and small repairs become signs of care and paths to improvement.
Chapter 7 – Parents, teachers, and coaches: where do mindsets come from?
👨👩👧👦 Claudia Mueller and Carol Dweck’s 1998 experiments with fifth graders offer the starting point: after an initial success on nonverbal puzzles, some children heard a single line praising their intelligence while others heard praise for effort; across six studies, the intelligence-praised children shifted toward performance goals, lost persistence and enjoyment after setbacks, and even overstated their scores, whereas effort-praised peers stayed engaged and improved on later problems. In one extension, 86% of ability-praised children chose to read about other students’ scores rather than strategy tips after a failure, but only 23% of effort-praised children did so, a sign that messages steer attention either to image management or to learning. Beyond the lab, living rooms and classrooms show how common remarks—“You learned that so quickly!” or “You’re a natural”—teach kids to treat speed and flawlessness as measures of worth, while process-focused feedback (“You found a new approach on that tough part”) links progress to strategies, practice, and help-seeking. Coaches and teachers are powerful messengers: when they frame errors as data and set high standards with concrete support, students lean into challenge; when they treat mistakes as verdicts, students avoid risk, hide weaknesses, and stop asking questions. A father’s blunt post-match talk with his tennis-playing daughter—explaining that a shaky win is not real improvement—shows how candor tied to practice plans builds resilience more reliably than consolation or trait labels. The throughline is that adult language and expectations do not just describe ability; they define what effort and failure mean, shaping whether kids pursue mastery or protect an identity. Person-focused praise cues fixed traits and performance goals, while process-focused messages cue controllable causes (strategy, time on task, feedback) that sustain motivation and learning over repeated trials.
Chapter 8 – Changing mindsets
🔄 A two-part program with New York City seventh-graders anchors the chapter: in Study 1 (n=373), students who believed intelligence could grow showed an upward trajectory in math grades across two years of junior high, while fixed-mindset peers held flat; in Study 2 at a second school, brief lessons teaching brain malleability (experimental n=48; control n=43) reversed the typical spring decline for the taught group and increased teachers’ reports of effort and interest. Complementary field work finds similar effects when adolescents learn that standardized-test performance is improvable and stress is a cue to deploy strategies rather than proof of inability, narrowing gaps linked to stereotype threat. Practice tools include naming the inner fixed-mindset voice, answering it with a growth-minded one (“yet,” plans, tactics), and converting global labels into specific, trainable skills. Exercises ask readers to reframe setbacks—bombed quiz, critical boss, missed shot—into hypotheses for practice, to script what help to seek, and to track small wins so effort’s payoffs stay visible. Case notes show how students who start avoiding challenge begin requesting harder problems, attending office hours, and revising work when they connect strain with strengthening neural pathways. Beliefs can be taught and rehearsed until they become a habit of interpretation in the moment of difficulty. Teaching that abilities develop shifts goals from validation to mastery and redirects attention to strategies and feedback loops, which, over repeated cycles, compound into better performance and more durable confidence.
—Note: The above summary follows the Random House first edition (2006).[6]
Background & reception
🖋️ Author & writing. Carol S. Dweck is the Lewis and Virginia Eaton Professor of Psychology at Stanford University, where her work examines how self-conceptions influence motivation and achievement.[7] In a retrospective with David Yeager, she traces mindset research from early laboratory studies to large, multi-site school trials over several decades.[8] With Mindset (2006), Dweck set out to translate this scholarship for general readers, organizing examples from classrooms, teams, and companies around the fixed/growth contrast.[1] Reviewers noted the book’s practical tone and the inclusion of a checklist to gauge one’s own mindset.[2] Later updates added advice on avoiding a “false growth mindset,” a theme Dweck clarified in a widely read Harvard Business Review essay.[1][9]
📈 Commercial reception. The publisher describes Mindset as a million-copy bestseller in its updated edition materials.[1] The title appeared on The Washington Post’s paperback nonfiction bestsellers during mid-2017, including the weeks of 25 June and 13 August.[4][5] It also features in Publishers Weekly’s 25-year roundup of bestselling print titles, listed as “Mindset: The New Psychology of Success (2007), Ballantine.”[10]
👍 Praise. Publishers Weekly’s pre-publication review called it “a serious, practical book,” highlighting how the framework applies across business, sports, and love.[2] Library Journal (starred) is quoted by the publisher as calling the book “an essential read for parents, teachers [and] coaches,” noting its broad usefulness.[1] In coverage of the idea’s continuing reach, The Washington Post reported that Dweck’s framework still shapes how educators and managers teach, critique, and motivate students and workers.[3]
👎 Criticism. A meta-analysis by Sisk, Burgoyne, and colleagues (2018) found that average links between mindset and achievement, and the effects of mindset interventions on grades, were weak overall, with somewhat larger benefits for at-risk students.[11] In England, the Education Endowment Foundation’s large “Changing Mindsets” trial reported no additional progress in literacy or numeracy for participating Year 6 pupils compared with controls.[12] Practitioner overviews have also cautioned that classroom evidence is limited and that the idea is often misunderstood when reduced to praising effort alone.[13] At the same time, a U.S. national randomized study (Nature, 2019) found small but positive effects of a brief online growth-mindset program, especially for lower-achieving ninth-graders, underscoring mixed but nuanced results across contexts.[14]
🌍 Impact & adoption. In corporate culture, Microsoft under CEO Satya Nadella has explicitly promoted “growth mindset” as a touchstone for organizational learning and change, with Nadella discussing it publicly at Davos and in interviews.[15][16] In education and management, The Washington Post has documented the concept’s continuing influence on how teachers and bosses give feedback and frame challenge.[3] Large-scale school implementations have been studied experimentally, including a U.S. national trial delivering a brief online program to ninth-graders at scale.[14] The book has also drawn high-profile endorsements, such as a favorable write-up on Bill Gates’s GatesNotes, which helped broaden mainstream awareness.[17]
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References
- ↑ 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 "Mindset by Carol S. Dweck". Penguin Random House. Penguin Random House. Retrieved 8 November 2025.
- ↑ 2.0 2.1 2.2 "Mindset: The New Psychology of Success". Publishers Weekly. PWxyz, LLC. 19 December 2005. Retrieved 8 November 2025.
- ↑ 3.0 3.1 3.2 "Growth mind-set: Why friends, family and work matter". The Washington Post. 19 June 2023. Retrieved 8 November 2025.
- ↑ 4.0 4.1 "Washington Post bestsellers: June 25, 2017". The Washington Post. 22 June 2017. Retrieved 8 November 2025.
- ↑ 5.0 5.1 "Washington Post bestsellers: August 13, 2017". The Washington Post. 11 August 2017. Retrieved 8 November 2025.
- ↑ "Mindset : the new psychology of success". WorldCat. OCLC. Retrieved 8 November 2025.
- ↑ "Carol Dweck". Stanford Profiles. Stanford University. Retrieved 8 November 2025.
- ↑ Dweck, Carol S.; Yeager, David S. (2019). "Mindsets: A View From Two Eras". Perspectives on Psychological Science. 14 (3): 481–496. doi:10.1177/1745691618804166. Retrieved 8 November 2025.
- ↑ Dweck, Carol (13 January 2016). "What Having a "Growth Mindset" Actually Means". Harvard Business Review. Retrieved 8 November 2025.
- ↑ "25 Years of Bestselling Authors and Books". Publishers Weekly. 19 April 2022. Retrieved 8 November 2025.
- ↑ Sisk, Victoria F.; Burgoyne, Alexander P.; Sun, Jianan; Butler, Jamie L.; Macnamara, Brooke N. (2018). "To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement?" (PDF). Psychological Science. 29 (4): 549–571. doi:10.1177/0956797617739704. Retrieved 8 November 2025.
- ↑ "EEF publishes new evaluation reports, including findings from 'growth mindsets' approach". Education Endowment Foundation. 11 July 2019. Retrieved 8 November 2025.
- ↑ "What is growth mindset?". TES. 2023. Retrieved 8 November 2025.
- ↑ 14.0 14.1 Yeager, David S. (2019). "A national experiment reveals where a growth mindset improves achievement". Nature. 573: 364–369. doi:10.1038/s41586-019-1466-y. Retrieved 8 November 2025.
- ↑ "Microsoft chief Satya Nadella: 'We're on the right side of history'". The Telegraph. 27 May 2018. Retrieved 8 November 2025.
- ↑ "Davos live: Nadella says Microsoft aims for a 'growth mindset' culture". The Telegraph. 23 January 2020. Retrieved 8 November 2025.
- ↑ "'Mindset' by Carol Dweck". GatesNotes. 7 December 2015. Retrieved 8 November 2025.