The document is a book report on Carol S. Dweck's 2008 work, 'Mindset: The New Psychology of Success', which explores the concept of growth versus fixed mindsets and their impact on achievement. Dweck argues that intelligence is not fixed and emphasizes that success can be achieved through effort and learning from failures. The report highlights strengths of the work, such as research-based insights and compelling examples, while noting weaknesses like repetitive elements and oversimplified conclusions.

1. Book Report
by: Joseph Archival
Dweck, C. (2008). Mindset: The new
psychology of success. New York:
Random House.

2. Background
Author: Carol S. Dweck, Ph. D
- Born October 17, 1946
- Graduated: Barnard College (1967) and Yale University (1972)
- Professor of Psychology at Stanford
- 11 years of research: “Why people reacted differently to failure,
and what it meant to their future success?”
- Field expertise: Social Psychology & Developmental Psychology
Intended audience:
- Parents, teachers, students, coaches, individuals in a relationship,
office managers, and artists.
Scholarly debate:
- Challenges the common belief that intelligent people are born
smart.
- You can be successful even if you’re NOT a “natural.”
- Intended to help close the achievement gap.

3. Summary
● Thesis
● Argument
● Conclusion

4. Evidence
● Research Based
Ex. Research with 10 year olds taking a very
difficult Math test…
Growth Mindset: “ I love the challenge!”
Fixed Mindset: “This is frustrating!”
Growth Mindset
Mindset

5. Supporting Arguments
“Cheat vs. Study”
Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit Theories of Intelligence Predict
Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development,
78(1), 246-263.
“Find someone worse”
Nussbaum, A., & Dweck, C. (2008). Defensiveness versus remediation: Self-theories and modes of self-
esteem maintenance. Personality And Social Psychology Bulletin, 34(5), 599-612.
“Run from difficulty”
Hong, Y., Chiu, C., Dweck, C., Lin, D., Wan, W., & Diener, Ed. (1999). Implicit Theories, Attributions, and
Coping: A Meaning System Approach. Journal of Personality and Social Psychology, 77(3), 588-599.

6. Supporting Arguments
Brain Activity
Moser, J., Schroder, H., Heeter, C., Moran, T., & Lee, Y. (2011). Mind Your Errors. Psychological
Science, 22(12), 1484-1489.

7. Supporting Arguments
The Power of
Mueller, C., Dweck, C., & Kruglanski, Arie W. (1998).
Praise for Intelligence Can Undermine Children's Motivation
and Performance. Journal of Personality and Social
Psychology, 75(1), 33-52.
Kamins, M., Dweck, C., & Dannemiller, James L. (1999).
Person Versus Process Praise and Criticism: Implications for
Contingent Self-Worth and Coping. Developmental
Psychology, 35(3), 835-847.
O'Rourke, E., Haimovitz, K., Ballweber, C., Dweck, C., &
Popović, Z. (2014). Brain points: A growth mindset incentive
structure boosts persistence in an educational game.
Proceedings of the SIGCHI Conference on Human Factors in
Computing Systems, 3339-3348.

8. Supporting Arguments
"The growth mindset was intended to
help close achievement gaps, not hide
them. It is about telling the truth about a
student's current achievement and then,
together, doing something about it,
helping him or her become smarter."
Carol Dweck Revisits the 'Growth Mindset’” edweek.org.
2015-09-22

9. Review
Strengths
- Based on research
- Lots of examples
- Filled with interesting anecdotes
- Christopher Reeves
- Seabiscuit
- John Wooden
- Jaime Escalante
- George Dantzig (student)
Weaknesses
- Repetitive
- Overgeneralized / Oversimplified
conclusions
- Oakland Athletics
- “Curse of the Bambino”
- Janet Cooke (Pulitzer
winner)
- “Either / Or”

10. Thank you!!!
TED Talk: Carol Dweck

11. Thank you!!!

12. Thank you!!!

13. Thank you!!!