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Dweck, Carol S. 1946-

Works: 77 works in 213 publications in 13 languages and 6,269 library holdings
Genres: Filmed lectures 
Roles: Author, Author of introduction, Editor, Thesis advisor, Other
Classifications: BF773, 153.8
Publication Timeline
Publications about Carol S Dweck
Publications by Carol S Dweck
Most widely held works about Carol S Dweck
Most widely held works by Carol S Dweck
Mindset : the new psychology of success by Carol S Dweck( Book )
53 editions published between 2006 and 2016 in 9 languages and held by 2,792 libraries worldwide
In the course of over twenty years of research, leading motivation and personality psychology expert Carol Dweck has discovered that our mindset is not a minor personality quirk, it actually creates our whole mental world, and explains how we become optimistic or pessimistic. Mindsets shape goals, attitudes toward work and relationships, and how we raise our kids, ultimately predicting whether or not we will fulfill our potential. Dweck has found that people have of two basic mindsets: fixed, or growth. Those with fixed mindsets believe that their talents and abilities are set in stone and are unchangeable, and that they must prove themselves over and over, trying to look smart and talented at all costs. Those with a growth mindset, however, know that talents can be developed and that great abilities are built over time. This is the path of opportunity--and success. Dweck reveals how creative geniuses in all fields--music, literature, science, sports, business-- apply the growth mindset to achieve results. Perhaps even more important, she shows us how we can change our mindset at any stage of life to achieve true success and fulfillment. She looks across a broad range of applications to help parents, teachers, coaches, and executives see how they can promote a growth mindset
Self-theories : their role in motivation, personality, and development by Carol S Dweck( Book )
23 editions published between 1999 and 2002 in English and held by 775 libraries worldwide
"This text sheds light on how people work - why they sometimes function well and, at other times, behave in ways that are self-defeating or destructive. Dweck presents her groundbreaking research on adaptive and maladaptive cognitive-motivational patterns and shows: how these patterns originate in people's self-theories; their consequences for the person - for achievement, social relationships, and emotional well-being; their consequences for society, from issues of human potential to stereotyping and intergroup relations; and the experiences that create them." "Throughout, Dweck shows how examining self-theories illuminates basic issues of human motivation, social cognition, personality, the self, mental health, and development. This text is a must-read for researchers in social psychology, child development, and education, and is appropriate for both graduate and senior undergraduate students in these areas."--Jacket
Handbook of competence and motivation by Andrew J Elliot( Book )
22 editions published between 2005 and 2013 in English and Spanish and held by 647 libraries worldwide
"This is a reference and text for anyone interested in achievement motivation and related topics, including social, personality, and developmental psychologists; educational psychologists; and industrial/organizational and sports psychologists. It will serve as a primary or supplemental text in advanced undergraduate- and graduate-level courses."--Jacket
Motivation and self-regulation across the life span ( Book )
18 editions published between 1998 and 2008 in English and held by 422 libraries worldwide
In the last two decades, an approach to the study of motivation has emerged that focuses on specific cognitive and affective mediators of behavior, in contrast to more general traits or motives. This book adds to this process-oriented approach a developmental perspective. Critical elements of motivational systems can be specified and their interrelations understood by charting the origins and the developmental course of motivational processes. Moreover, a process-oriented approach helps to identify critical transitions and effective developmental interventions
Personal politics: the psychology of making it by Ellen J Langer( Book )
5 editions published in 1973 in English and held by 329 libraries worldwide
Mindset : the new psychology of success by Carol S Dweck( Sound Recording )
6 editions published between 2006 and 2013 in English and held by 251 libraries worldwide
"Dweck explains why it's not just our abilities and talent that bring us success--but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn't foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals--personal and professional. Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area"--Container
Mathematical mindsets : unleashing students' potential through creative math, inspiring messages, and innovative teaching by Jo Boaler( Book )
4 editions published between 2015 and 2016 in English and held by 218 libraries worldwide
"Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler--Stanford researcher, professor of math education, and expert on math learning--has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students, "
Mindset, motivation and leadership by Carol S Dweck( visu )
5 editions published between 2008 and 2014 in English and held by 114 libraries worldwide
People are fairly evenly divided between those with either a growth or a fixed mindset about intelligence and talent. And leaders' mindsets, Professor Dweck shows, influence their ability to grow on the job and to develop successful teams. Leaders with a growth mindset (who assume talents can be developed) place high value on learning, are open to feedback, and are confident in their ability to cultivate their own and others' abilities. Leaders with a fixed mindset (who assume basic talents are carved in stone) place greater value on looking smart and are less likely to believe that they or others can change. How does this play out in an organization? Leaders who believe intelligence is static place little value in developing staff, and in turn foster a fixed mindset environment. However, leaders with a growth mindset value effort in developing abilities and thus evaluate and praise workers to create optimal motivation and teamwork. Mindsets can be taught, and Professor Dweck shares research in how a fixed mindsets can be identified and changed to growth mindsets
Succeed how we can reach our goals by Heidi Grant- Halvorson( file )
5 editions published in 2010 in English and held by 94 libraries worldwide
Most of us have no idea why we fail to reach our goals. Now eminent social psychologist Heidi Grant Halvorson shows us how we can finally win by revealing how goals really work--and by showing us how to avoid what typically goes wrong. She offers insights including: how to set goals so that they will persist no matter what; build willpower, which can be strengthened like a muscle; and avoid the kind of positive thinking that makes people fail. The strategies outlined in this book prove invaluable to parents, teachers, coaches, and employers. Dr. Grant Halvorson shows listeners a new approach to problem solving that will change the way they approach their entire lives
Succeed : how we can reach our goals by Heidi Grant- Halvorson( Book )
2 editions published between 2012 and 2014 in English and held by 76 libraries worldwide
Do you ever wonder why Asian students are able to achieve so much more than their American counterparts' Even very smart, very accomplished people are very bad at understanding why they succeed or fail. In Succeed, award-winning social psychologist Heidi Grant Halvorson offers counterintuitive insights, illuminating stories, and science-based information that can help anyone: Set a goal to pursue even in the face of adversity Build willpower, which can be strengthened like a muscle Avoid the kind of positive thinking that makes people fail Whether you want to motivate your kids, your employees, or just yourself, Succeed unlocks the secrets of achievement, and shows you how to create new possibilities in every area of your life
Teorie del sè : intelligenza, motivazione, personalità e sviluppo by Carol S Dweck( Book )
2 editions published in 2000 in Italian and held by 18 libraries worldwide
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1 edition published in 2007 in Thai and held by 4 libraries worldwide
Du er hvad du tænker : den nye mindset-teori om vejen til succes by Carol S Dweck( Book )
1 edition published in 2006 in Danish and held by 4 libraries worldwide
Why we cooperate by Michael Tomasello( Book )
1 edition published in 2009 in English and held by 4 libraries worldwide
"In Why We Cooperate, Tomasello Identifies the underlying psychological processes that very likely supported humans' earliest forms of complex collaboration and, ultimately, our unique forms of cultural organization, from the evolution of tolerance and trust to the creation of such group-level structures as cultural norms and institutions."--Jacket
Mindset the psychology of success ( visu )
1 edition published in 2013 in English and held by 3 libraries worldwide
Dr. Carol Dweck gives a presentation on how established attitudes affect everything one does, and the importance of being open to change to acheive success
Mindset : cambiare forma mentis per raggiungere il successo by Carol S Dweck( Book )
1 edition published in 2013 in Italian and held by 2 libraries worldwide
Feeling wronged leads to entitlement and selfishness by Emily Maria Zitek( Computer File )
1 edition published in 2010 in English and held by 2 libraries worldwide
Five studies demonstrate that feeling wronged leads to a sense of entitlement and to selfish behavior. In Study 1, participants who were instructed to recall a time when their lives were unfair were more likely to refuse to help the experimenter with a supplementary task than were participants who recalled a time when they were bored. In Study 2, the same manipulation increased intentions to engage in a number of selfish behaviors, and this effect was mediated by self-reported entitlement to obtain positive (and avoid negative) outcomes. In Study 3, participants who lost a computer game for an unfair reason (a glitch in the program) requested a more selfish money allocation for a future task than did participants who lost the game for a fair reason, and this effect was again mediated by entitlement. In Studies 4 and 5, bad luck from a fair, random system led to the same kinds of effects for men. In Study 4, students (especially men) who received bad numbers in a housing lottery expressed less intention to behave charitably. In Study 5, men who were assigned to bad outcomes by the roll of a die were less willing to help out by signing up for an additional experiment than were men in the control condition, and self-reported entitlement again mediated the effect
Learning from the positivity effect informed and motivated behavior change by Casey Moren Lindberg( Computer File )
1 edition published in 2010 in English and held by 2 libraries worldwide
The story of old age is not one of pure loss. Indeed, old age represents a time of certain cognitive decline in some domains, but also a time of growth and stability in others. Wisdom, maturity, expertise, and emotional regulation show improvements across adulthood. Goals also shift over the life span, from those aimed at gaining information and preparing for the future to emotionally meaningful pursuits later in life. These differences lead to goal-consistent cognitive biases in the young and the old. Younger people attend to negative information more than positive information. Older adults attend to positive information more than negative information. This developmental shift, called the positivity effect, is presumably adaptive in a life-span context. Yet either set of chronically activated goals can be maladaptive in certain contexts. Because the positivity effect is malleable -- influenced by the way task relevant goals are structured -- it may be possible to frame information in ways that reduce biases in young and old. The present program of research aims to show how biases can be reduced when participants are given information about relevant research findings and have the necessary psychological tools to adjust their behavior accordingly. No previous work has investigated the impact of disclosing information about the positivity effect directly to participants. Such an informed debiasing attempt could prove fruitful for future attempts to educate the public about their own attentional biases. Study 1 demonstrates the positivity effect in a picture recall task; Study 2 adds images to an existing image set in order to more accurately study debiasing of the positivity effect in future studies; Study 3 demonstrates that people are generally unaware of the positivity effect; Study 4 demonstrates that simple information disclosure about the positivity effect is insufficient to change participants' behavior on a picture presentation/recall task and a health care decision task; Study 5 demonstrates that participants' motivation to change is key to behavior change
Sex Differences in the Meaning of Negative Evaluation in AchievementSituations: Determinants and Consequences by Carol S Dweck( Book )
1 edition published in 1975 in English and held by 2 libraries worldwide
Sex differences in children's reactions to failure feedback in school situations were investigated by assessing the ways in which teachers use negative evaluation in the classroom. Three aspects of teachers' evaluative feedback were studied: (1) ratio of negative to positive feedback; (2) contingency vs. Noncontingency of feedback; and (3) (the major aspect) the particular aspects of performance upon which negative evaluation was contingent. In 5 fourth and fifth grade classrooms, every contingent evaluative statement made by the teacher was classified according to the class of behaviors upon which it was contingent (conduct, intellectual quality of academic performance, or intellectually irrelevant aspects of academic performance). Feedback was also classified according to the reason for failure (lack of motivation, lack of ability, or other external factors). Boys and girls received virtually the same proportions of positive and negative evaluation for the intellectual quality of their work. However, there were striking sex differences in the contexts in which negative evaluations were given. Implications of these results were discussed in terms of teachers' evaluations of their students, differences in teachers' attitudes towards boys and girls, and sex differences in children's own achievement expectations and ability assessments. Some suggestions for consistent uses of negative evaluation in the classroom are included. (Author/ED)
Mindset : How You Can Fulfil Your Potential by Carol S Dweck( file )
1 edition published in 2012 in English and held by 0 libraries worldwide
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Alternative Names
Carol Dweck American psychologist
Dweck, Carol.
Dweck, Carol, 1946-
Dweck, Carol S.
Dweck, Carol S. 1946-
Кэрол Двек
کارول وِک
드웩, 캐롤
드웩, 캐롤 S
캐롤 드웩
ドゥエック, キャロル・S.
ドウェック, C
English (120)
German (10)
Spanish (7)
Dutch (4)
Chinese (3)
Italian (3)
French (2)
Japanese (2)
Polish (2)
Hebrew (2)
Danish (1)
Thai (1)
Czech (1)
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