Carol Dweck

Carol Dweck

Lewis and Virginia Eaton Professor and Professor, by courtesy, of Education

Could work bridges developmental therapy, social psychology, and character therapy, and examines the self-conceptions individuals used to format the self and guide their behavior. My research talks about the origins of those self-conceptions, their part in inspiration and self-regulation, and their effect on accomplishment and processes that are interpersonal.

Academic Appointments

  • Developmental PsychologyPSYCH 211 (Profit)
  • Self TheoriesPSYCH 12N (Aut)
  • What exactly is a Mindset and exactly how Does it Work? PSYCH 277 (Spr)
  • Separate Studies (4)
    • Graduate ResearchPSYCH 275 (Aut, Profit, Spr, Sum)
    • Practicum in TeachingPSYCH 281 (Aut, Profit, Spr)
    • Reading and WorkPSYCH that is special 194Aut, Profit, Spr, Sum)
    • Unique Laboratory ProjectsPSYCH 195 (Aut, Profit, Spr, Sum)
  • Prior Year Courses

    ۲۰۱۸-۱۹ Courses

    • Developmental PsychologyPSYCH 211 (Profit)
    • Inspiration and EmotionPSYCH 235 (Spr)
    • Self TheoriesPSYCH 12N (Aut)

    ۲۰۱۷-۱۸ Courses

    • Developmental PsychologyPSYCH 211 (Profit)
    • Self TheoriesPSYCH 12N (Aut)

    ۲۰۱۶-۱۷ Courses

    • Developmental PsychologyPSYCH 211 (Win)
    • Self TheoriesPSYCH 12N (Aut)
    • The Self: Representations and InterventionsPSYCH 270 (Spr)

    Stanford Advisees

    • Doctoral Dissertation Reader (AC) Mika Asaba, Michael Hahn, Kari Leibowitz, Daniel O’Leary, Jesse Reynolds, Eric Smith, Sean Zion
    • Postdoctoral Faculty Sponsor Arber Tasimi
    • Doctoral Dissertation Advisor (AC) Cai Guo
    • Doctoral Dissertation Co-Advisor (AC) Kayla Good

    All Publications

    • Development mind-set tempers the effects of poverty on scholastic success. Procedures associated with nationwide Academy of Sciences regarding the usa Claro, S., Paunesku, D., Dweck, C. S. 2016; 113 (31): 8664-8668


    Two mainly split systems of empirical research have indicated that scholastic success is impacted by structural facets, such as for example socioeconomic back ground, and emotional facets, such as for example pupils’ values about their abilities. In this research, we make use of a nationwide test of twelfth grade pupils from Chile to analyze exactly just exactly exactly how these facets communicate for a level that is systemic. Confirming previous research, we realize that household earnings is a stronger predictor of accomplishment. Expanding prior research, we discover that a rise mind-set (the fact that cleverness just isn’t fixed and certainly will be developed) is really a comparably strong predictor of accomplishment and therefore it exhibits a confident relationship with accomplishment across all the socioeconomic strata in the united states. Also, we discover that pupils from lower-income families were less likely to want to hold a rise mind-set than their wealthier peers, but people who did hold a rise mind-set had been appreciably buffered contrary to the deleterious results of poverty on success: students into the cheapest tenth percentile of family members earnings whom exhibited an improvement mind-set revealed scholastic performance because high as compared to fixed mind-set pupils through the 80th earnings percentile. These outcomes claim that pupils’ mindsets may temper or exacerbate the consequences of financial drawback on a level that is systemic.


    Past experiments demonstrate that students benefit if they realize that challenges within the change to university are normal and improvable and, hence, that early struggles do not need to portend a permanent not enough belonging or prospective. Could this kind of approach-called a lay concept intervention-be effective before university matriculation? Could this plan reduce a percentage of racial, cultural, and socioeconomic accomplishment gaps for whole organizations? Three experiments that are double-blind this possibility. Ninety per cent of first-year university students from three organizations had been arbitrarily assigned to accomplish single-session, on line lay control or theory materials before matriculation (letter 9,500). The lay theory interventions raised first-year college that is full-time among pupils from socially and economically disadvantaged backgrounds leaving a high-performing charter highschool community or entering a general general general general public flagship university (experiments 1 and 2) and, at a selective personal college, raised disadvantaged students’ cumulative first-year grade point average (experiment 3). These gains match 31-40% reductions of this natural (unadjusted) institutional accomplishment gaps between pupils from disadvantaged and nondisadvantaged backgrounds at those organizations. Further, follow-up studies declare that the interventions enhanced disadvantaged pupils’ general university experiences, advertising usage of pupil help solutions therefore the growth of relationship systems and mentor relationships. This research consequently provides a foundation for further tests associated with generalizability of preparatory lay theories interventions as well as their prospective to cut back social inequality and enhance other major life transitions.

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