Main Mindset - Updated Edition: Changing The Way You think To Fulfil Your Potential

Mindset - Updated Edition: Changing The Way You think To Fulfil Your Potential

World-renowned Stanford University psychologist Carol Dweck, in decades of research on achievement and success, has discovered a truly groundbreaking idea-the power of our mindset.

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.

Year:
2017
Publisher:
Robinson
Language:
english
Pages:
290
ISBN 13:
9781472139962
ISBN:
B01M036N60
File:
PDF, 2.41 MB
Download (pdf, 2.41 MB)

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Carol Dweck is widely regarded as one of the world’s leading researchers
in the fields of personality, social psychology and developmental
psychology. She has been the William B. Ransford Professor of Psychology
at Columbia University and is now the Lewis and Virginia Eaton Professor
of Psychology at Stanford University and a member of the American
Academy of Arts and Sciences. Her scholarly book Self-Theories: Their
Role in Motivation, Personality and Development was named Book of the
Year by the World Education Fellowship. Her work has been featured in
such publications as the New Yorker, Time, New York Times, Washington
Post and Boston Globe. She lives with her husband in Palo Alto, California.

ROBINSON
First published in the US in 2006 by Random House, an imprint of The Random
House Publishing Group, a division of Random House Inc., New York
Published in hardcover in the US by Ballantine, an imprint of The Random House
Publishing Group, a division of Random House Inc., New York, 2007
First published in Great Britain in 2012 by Robinson,
an imprint of Constable & Robinson Ltd
This revised edition published in 2017 by Robinson,
an imprint of Constable & Robinson Ltd
Copyright © Carol S. Dweck, Ph. D., 2017
The moral right of the author has been asserted.
Grateful acknowledgment is made to Jeremy P. Tarcher, an imprint of Penguin Group
(USA), for permission to reprint four illustrations from pp. 18–19 of The New
Drawing on the Right Side of the Brain Workbook by Betty Edwards, copyright ©
2003. Reprinted by permission of Jeremy P. Tarcher, an imprint of Penguin Group
(USA).
All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form, or by any means, without the prior permission in writing of
the publisher, nor be otherwise circulated in any form of binding or cover other than
that in which it is published and without a similar condition including this condition
being imposed on the subsequent purchaser.
A CIP catalogue record fo; r this book
is available from the British Library.
ISBN: 978-1-47213-996-2
Robinson
An imprint of
Little, Brown Book Group
Carmelite House

50 Victoria Embankment
London EC4Y 0DZ
An Hachette UK Company
www.hachette.co.uk
www.littlebrown.co.uk

CONTENTS

Introduction
1.

THE MINDSETS

Why Do People Differ?
What Does All This Mean for You? The Two Mindsets
A View from the Two Mindsets
So, What’s New?
Self-Insight: Who Has Accurate Views of Their Assets and
Limitations?
What’s in Store
2.

INSIDE THE MINDSETS

Is Success About Learning—Or Proving You’re Smart?
Mindsets Change the Meaning of Failure
Mindsets Change the Meaning of Effort
Questions and Answers
3.

THE TRUTH ABOUT ABILITY AND ACCOMPLISHMENT

Mindset and School Achievement
Is Artistic Ability a Gift?
The Danger of Praise and Positive Labels
Negative Labels and How They Work
4.

SPORTS: THE MINDSET OF A CHAMPION

The Idea of the Natural

“Character”
What Is Success?
What Is Failure?
Taking Charge of Success
What Does It Mean to Be a Star?
Hearing the Mindsets
5.

BUSINESS: MINDSET AND LEADERSHIP

Enron and the Talent Mindset
Organizations That Grow
A Study of Mindset and Management Decisions
Leadership and the Fixed Mindset
Fixed-Mindset Leaders in Action
Growth-Mindset Leaders in Action
A Study of Group Processes
Groupthink Versus We Think
The Praised Generation Hits the Workforce
Are Negotiators Born or Made?
Corporate Training: Are Managers Born or Made?
Are Leaders Born or Made?
Organizational Mindsets
6.

RELATIONSHIPS: MINDSETS IN LOVE (OR NOT)

Relationships Are Different
Mindsets Falling in Love
The Partner as Enemy
Competition: Who’s the Greatest?
Developing in Relationships
Friendship
Shyness

Bullies and Victims: Revenge Revisited
7.

PARENTS, TEACHERS, AND COACHES: WHERE DO MINDSETS
COME FROM?

Parents (and Teachers): Messages About Success and Failure
Teachers (and Parents): What Makes a Great Teacher (or Parent)?
Coaches: Winning Through Mindset
False Growth Mindset
Our Legacy
8.

CHANGING MINDSETS

The Nature of Change
The Mindset Lectures
A Mindset Workshop
Brainology
More About Change
Opening Yourself Up to Growth
People Who Don’t Want to Change
Changing Your Child’s Mindset
Mindset and Willpower
Maintaining Change
The Journey to a (True) Growth Mindset
Learn and Help Learn
The Road Ahead
Notes
Recommended Books
Index

INTRODUCTION

One day, my students sat me down and ordered me to write this book.
They wanted people to be able to use our work to make their lives better. It
was something I’d wanted to do for a long time, but it became my number
one priority.
My work is part of a tradition in psychology that shows the power of
people’s beliefs. These may be beliefs we’re aware of or unaware of, but
they strongly affect what we want and whether we succeed in getting it.
This tradition also shows how changing people’s beliefs—even the simplest
beliefs—can have profound effects.
In this book, you’ll learn how a simple belief about yourself—a belief
we discovered in our research—guides a large part of your life. In fact, it
permeates every part of your life. Much of what you think of as your
personality actually grows out of this “mindset.” Much of what may be
preventing you from fulfilling your potential grows out of it.
No book has ever explained this mindset and shown people how to
make use of it in their lives. You’ll suddenly understand the greats—in the
sciences and arts, in sports, and in business—and the would-have-beens.
You’ll understand your mate, your boss, your friends, your kids. You’ll see
how to unleash your potential—and your children’s.
It is my privilege to share my findings with you. Besides accounts of
people from my research, I’ve filled each chapter with stories both ripped
from the headlines and based on my own life and experience, so you can
see the mindsets in action. (In most cases, names and personal information
have been changed to preserve anonymity; in some cases, several people
have been condensed into one to make a clearer point. A number of the
exchanges are re-created from memory, and I have rendered them to the
best of my ability.)

At the end of each chapter and throughout the last chapter, I show you
ways to apply the lessons—ways to recognize the mindset that is guiding
your life, to understand how it works, and to change it if you wish.
A little note about grammar. I know it and I love it, but I haven’t always
followed it in this book. I start sentences with ands and buts. I end
sentences with prepositions. I use the plural they in contexts that require the
singular he or she. I’ve done this for informality and immediacy, and I hope
that the sticklers will forgive me.
A little note on this updated edition. I felt it was important to add new
information to some of the chapters. I added our new study on
organizational mindsets to chapter 5 (Business). Yes, a whole organization
can have a mindset! I added a new section on “false growth mindset” to
chapter 7 (Parents, Teachers, and Coaches) after I learned about the many
creative ways people were interpreting and implementing the growth
mindset, not always accurately. And I added “The Journey to a (True)
Growth Mindset” to chapter 8 (Changing Mindsets) because many people
have asked for more information on how to take that journey. I hope these
updates are helpful.
I’d like to take this chance to thank all of the people who made my
research and this book possible. My students have made my research career
a complete joy. I hope they’ve learned as much from me as I’ve learned
from them. I’d also like to thank the organizations that supported our
research: the William T. Grant Foundation, the National Science
Foundation, the Department of Education, the National Institute of Mental
Health, the National Institute of Child Health and Human Development, the
Spencer Foundation, and the Raikes Foundation.
The people at Random House have been the most encouraging team I
could wish for: Webster Younce, Daniel Menaker, Tom Perry, and, most of
all, Caroline Sutton and Jennifer Hershey, my editors. Your excitement
about my book and your great suggestions have made all the difference. I
thank my superb agent, Giles Anderson, as well as Heidi Grant for putting
me in touch with him.
Thanks to all the people who gave me input and feedback, but special
thanks to Polly Shulman, Richard Dweck, and Maryann Peshkin for their
extensive and insightful comments. Finally, I thank my husband, David, for

the love and enthusiasm that give my life an extra dimension. His support
throughout this project was extraordinary.
My work has been about growth, and it has helped foster my own
growth. It is my wish that it will do the same for you.

Chapter 1

THE MINDSETS

When I was a young researcher, just starting out, something happened that
changed my life. I was obsessed with understanding how people cope with
failures, and I decided to study it by watching how students grapple with
hard problems. So I brought children one at a time to a room in their school,
made them comfortable, and then gave them a series of puzzles to solve.
The first ones were fairly easy, but the next ones were hard. As the students
grunted, perspired, and toiled, I watched their strategies and probed what
they were thinking and feeling. I expected differences among children in
how they coped with the difficulty, but I saw something I never expected.
Confronted with the hard puzzles, one ten-year-old boy pulled up his
chair, rubbed his hands together, smacked his lips, and cried out, “I love a
challenge!” Another, sweating away on these puzzles, looked up with a
pleased expression and said with authority, “You know, I was hoping this
would be informative!”
What’s wrong with them? I wondered. I always thought you coped with
failure or you didn’t cope with failure. I never thought anyone loved failure.
Were these alien children or were they on to something?
Everyone has a role model, someone who pointed the way at a critical
moment in their lives. These children were my role models. They obviously
knew something I didn’t and I was determined to figure it out—to
understand the kind of mindset that could turn a failure into a gift.
What did they know? They knew that human qualities, such as
intellectual skills, could be cultivated. And that’s what they were doing—
getting smarter. Not only weren’t they discouraged by failure, they didn’t
even think they were failing. They thought they were learning.

I, on the other hand, thought human qualities were carved in stone. You
were smart or you weren’t, and failure meant you weren’t. It was that
simple. If you could arrange successes and avoid failures (at all costs), you
could stay smart. Struggles, mistakes, perseverance were just not part of
this picture.
Whether human qualities are things that can be cultivated or things that
are carved in stone is an old issue. What these beliefs mean for you is a new
one: What are the consequences of thinking that your intelligence or
personality is something you can develop, as opposed to something that is a
fixed, deep-seated trait? Let’s first look in on the age-old, fiercely waged
debate about human nature and then return to the question of what these
beliefs mean for you.
WHY DO PEOPLE DIFFER?

Since the dawn of time, people have thought differently, acted differently,
and fared differently from each other. It was guaranteed that someone
would ask the question of why people differed—why some people are
smarter or more moral—and whether there was something that made them
permanently different. Experts lined up on both sides. Some claimed that
there was a strong physical basis for these differences, making them
unavoidable and unalterable. Through the ages, these alleged physical
differences have included bumps on the skull (phrenology), the size and
shape of the skull (craniology), and, today, genes.
Others pointed to the strong differences in people’s backgrounds,
experiences, training, or ways of learning. It may surprise you to know that
a big champion of this view was Alfred Binet, the inventor of the IQ test.
Wasn’t the IQ test meant to summarize children’s unchangeable
intelligence? In fact, no. Binet, a Frenchman working in Paris in the early
twentieth century, designed this test to identify children who were not
profiting from the Paris public schools, so that new educational programs
could be designed to get them back on track. Without denying individual
differences in children’s intellects, he believed that education and practice
could bring about fundamental changes in intelligence. Here is a quote from
one of his major books, Modern Ideas About Children, in which he
summarizes his work with hundreds of children with learning difficulties:

A few modern philosophers . . . assert that an individual’s
intelligence is a fixed quantity, a quantity which cannot be
increased. We must protest and react against this brutal pessimism. .
. . With practice, training, and above all, method, we manage to
increase our attention, our memory, our judgment and literally to
become more intelligent than we were before.
Who’s right? Today most experts agree that it’s not either–or. It’s not
nature or nurture, genes or environment. From conception on, there’s a
constant give-and-take between the two. In fact, as Gilbert Gottlieb, an
eminent neuroscientist, put it, not only do genes and environment cooperate
as we develop, but genes require input from the environment to work
properly.
At the same time, scientists are learning that people have more capacity
for lifelong learning and brain development than they ever thought. Of
course, each person has a unique genetic endowment. People may start with
different temperaments and different aptitudes, but it is clear that
experience, training, and personal effort take them the rest of the way.
Robert Sternberg, the present-day guru of intelligence, writes that the major
factor in whether people achieve expertise “is not some fixed prior ability,
but purposeful engagement.” Or, as his forerunner Binet recognized, it’s not
always the people who start out the smartest who end up the smartest.
WHAT DOES ALL THIS MEAN FOR YOU? THE TWO MINDSETS

It’s one thing to have pundits spouting their opinions about scientific issues.
It’s another thing to understand how these views apply to you. For thirty
years, my research has shown that the view you adopt for yourself
profoundly affects the way you lead your life. It can determine whether you
become the person you want to be and whether you accomplish the things
you value. How does this happen? How can a simple belief have the power
to transform your psychology and, as a result, your life?
Believing that your qualities are carved in stone—the fixed mindset—
creates an urgency to prove yourself over and over. If you have only a
certain amount of intelligence, a certain personality, and a certain moral
character—well, then you’d better prove that you have a healthy dose of

them. It simply wouldn’t do to look or feel deficient in these most basic
characteristics.
Some of us are trained in this mindset from an early age. Even as a
child, I was focused on being smart, but the fixed mindset was really
stamped in by Mrs. Wilson, my sixth-grade teacher. Unlike Alfred Binet,
she believed that people’s IQ scores told the whole story of who they were.
We were seated around the room in IQ order, and only the highest-IQ
students could be trusted to carry the flag, clap the erasers, or take a note to
the principal. Aside from the daily stomachaches she provoked with her
judgmental stance, she was creating a mindset in which everyone in the
class had one consuming goal—look smart, don’t look dumb. Who cared
about or enjoyed learning when our whole being was at stake every time
she gave us a test or called on us in class?
I’ve seen so many people with this one consuming goal of proving
themselves—in the classroom, in their careers, and in their relationships.
Every situation calls for a confirmation of their intelligence, personality, or
character. Every situation is evaluated: Will I succeed or fail? Will I look
smart or dumb? Will I be accepted or rejected? Will I feel like a winner or a
loser?
But doesn’t our society value intelligence, personality, and character?
Isn’t it normal to want these traits? Yes, but . . .
There’s another mindset in which these traits are not simply a hand
you’re dealt and have to live with, always trying to convince yourself and
others that you have a royal flush when you’re secretly worried it’s a pair of
tens. In this mindset, the hand you’re dealt is just the starting point for
development. This growth mindset is based on the belief that your basic
qualities are things you can cultivate through your efforts, your strategies,
and help from others. Although people may differ in every which way—in
their initial talents and aptitudes, interests, or temperaments—everyone can
change and grow through application and experience.
Do people with this mindset believe that anyone can be anything, that
anyone with proper motivation or education can become Einstein or
Beethoven? No, but they believe that a person’s true potential is unknown
(and unknowable); that it’s impossible to foresee what can be accomplished
with years of passion, toil, and training.

Did you know that Darwin and Tolstoy were considered ordinary
children? That Ben Hogan, one of the greatest golfers of all time, was
completely uncoordinated and graceless as a child? That the photographer
Cindy Sherman, who has been on virtually every list of the most important
artists of the twentieth century, failed her first photography course? That
Geraldine Page, one of our greatest actresses, was advised to give it up for
lack of talent?
You can see how the belief that cherished qualities can be developed
creates a passion for learning. Why waste time proving over and over how
great you are, when you could be getting better? Why hide deficiencies
instead of overcoming them? Why look for friends or partners who will just
shore up your self-esteem instead of ones who will also challenge you to
grow? And why seek out the tried and true, instead of experiences that will
stretch you? 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.
This is the mindset that allows people to thrive during some of the most
challenging times in their lives.
A VIEW FROM THE TWO MINDSETS

To give you a better sense of how the two mindsets work, imagine—as
vividly as you can—that you are a young adult having a really bad day:
One day, you go to a class that is really important to you and that
you like a lot. The professor returns the midterm papers to the class.
You got a C+. You’re very disappointed. That evening on the way
back to your home, you find that you’ve gotten a parking ticket.
Being really frustrated, you call your best friend to share your
experience but are sort of brushed off.
What would you think? What would you feel? What would you do?
When I asked people with the fixed mindset, this is what they said: “I’d
feel like a reject.” “I’m a total failure.” “I’m an idiot.” “I’m a loser.” “I’d
feel worthless and dumb—everyone’s better than me.” “I’m slime.” In other
words, they’d see what happened as a direct measure of their competence
and worth.

This is what they’d think about their lives: “My life is pitiful.” “I have
no life.” “Somebody upstairs doesn’t like me.” “The world is out to get
me.” “Someone is out to destroy me.” “Nobody loves me, everybody hates
me.” “Life is unfair and all efforts are useless.” “Life stinks. I’m stupid.
Nothing good ever happens to me.” “I’m the most unlucky person on this
earth.”
Excuse me, was there death and destruction, or just a grade, a ticket, and
a bad phone call?
Are these just people with low self-esteem? Or card-carrying
pessimists? No. When they aren’t coping with failure, they feel just as
worthy and optimistic—and bright and attractive—as people with the
growth mindset.
So how would they cope? “I wouldn’t bother to put so much time and
effort into doing well in anything.” (In other words, don’t let anyone
measure you again.) “Do nothing.” “Stay in bed.” “Get drunk.” “Eat.” “Yell
at someone if I get a chance to.” “Eat chocolate.” “Listen to music and
pout.” “Go into my closet and sit there.” “Pick a fight with somebody.”
“Cry.” “Break something.” “What is there to do?”
What is there to do! You know, when I wrote the vignette, I
intentionally made the grade a C+, not an F. It was a midterm rather than a
final. It was a parking ticket, not a car wreck. They were “sort of brushed
off,” not rejected outright. Nothing catastrophic or irreversible happened.
Yet from this raw material the fixed mindset created the feeling of utter
failure and paralysis.
When I gave people with the growth mindset the same vignette, here’s
what they said. They’d think:
“I need to try harder in class, be more careful when parking the car, and
wonder if my friend had a bad day.”
“The C+ would tell me that I’d have to work a lot harder in the class,
but I have the rest of the semester to pull up my grade.”
There were many, many more like this, but I think you get the idea.
Now, how would they cope? Directly.
“I’d start thinking about studying harder (or studying in a different way)
for my next test in that class, I’d pay the ticket, and I’d work things out with
my best friend the next time we speak.”

“I’d look at what was wrong on my exam, resolve to do better, pay my
parking ticket, and call my friend to tell her I was upset the day before.”
“Work hard on my next paper, speak to the teacher, be more careful
where I park or contest the ticket, and find out what’s wrong with my
friend.”
You don’t have to have one mindset or the other to be upset. Who
wouldn’t be? Things like a poor grade or a rebuff from a friend or loved one
—these are not fun events. No one was smacking their lips with relish. Yet
those people with the growth mindset were not labeling themselves and
throwing up their hands. Even though they felt distressed, they were ready
to take the risks, confront the challenges, and keep working at them.
SO, WHAT’S NEW?

Is this such a novel idea? We have lots of sayings that stress the importance
of risk and the power of persistence, such as “Nothing ventured, nothing
gained” and “If at first you don’t succeed, try, try again” or “Rome wasn’t
built in a day.” (By the way, I was delighted to learn that the Italians have
the same expression.) What is truly amazing is that people with the fixed
mindset would not agree. For them, it’s “Nothing ventured, nothing lost.”
“If at first you don’t succeed, you probably don’t have the ability.” “If
Rome wasn’t built in a day, maybe it wasn’t meant to be.” In other words,
risk and effort are two things that might reveal your inadequacies and show
that you were not up to the task. In fact, it’s startling to see the degree to
which people with the fixed mindset do not believe in putting in effort or
getting help.
What’s also new is that people’s ideas about risk and effort grow out of
their more basic mindset. It’s not just that some people happen to recognize
the value of challenging themselves and the importance of effort. Our
research has shown that this comes directly from the growth mindset. When
we teach people the growth mindset, with its focus on development, these
ideas about challenge and effort follow. Similarly, it’s not just that some
people happen to dislike challenge and effort. When we (temporarily) put
people in a fixed mindset, with its focus on permanent traits, they quickly
fear challenge and devalue effort.

We often see books with titles like The Ten Secrets of the World’s Most
Successful People crowding the shelves of bookstores, and these books may
give many useful tips. But they’re usually a list of unconnected pointers,
like “Take more risks!” or “Believe in yourself!” While you’re left admiring
people who can do that, it’s never clear how these things fit together or how
you could ever become that way. So you’re inspired for a few days, but
basically the world’s most successful people still have their secrets.
Instead, as you begin to understand the fixed and growth mindsets, you
will see exactly how one thing leads to another—how a belief that your
qualities are carved in stone leads to a host of thoughts and actions, and
how a belief that your qualities can be cultivated leads to a host of different
thoughts and actions, taking you down an entirely different road. It’s what
we psychologists call an Aha! experience. Not only have I seen this in my
research when we teach people a new mindset, but I get letters all the time
from people who have read my work.
They recognize themselves: “As I read your article I literally found
myself saying over and over again, ‘This is me, this is me!’ ” They see the
connections: “Your article completely blew me away. I felt I had discovered
the secret of the universe!” They feel their mindsets reorienting: “I can
certainly report a kind of personal revolution happening in my own
thinking, and this is an exciting feeling.” And they can put this new
thinking into practice for themselves and others: “Your work has allowed
me to transform my work with children and see education through a
different lens,” or “I just wanted to let you know what an impact—on a
personal and practical level—your outstanding research has had for
hundreds of students.” I get lots of these letters from coaches and business
leaders, too.
SELF-INSIGHT: WHO HAS ACCURATE VIEWS OF THEIR ASSETS AND
LIMITATIONS?

Well, maybe the people with the growth mindset don’t think they’re
Einstein or Beethoven, but aren’t they more likely to have inflated views of
their abilities and try for things they’re not capable of? In fact, studies show
that people are terrible at estimating their abilities. Recently, we set out to
see who is most likely to do this. Sure, we found that people greatly

misestimated their performance and their ability. But it was those with the
fixed mindset who accounted for almost all the inaccuracy. The people with
the growth mindset were amazingly accurate.
When you think about it, this makes sense. If, like those with the growth
mindset, you believe you can develop yourself, then you’re open to accurate
information about your current abilities, even if it’s unflattering. What’s
more, if you’re oriented toward learning, as they are, you need accurate
information about your current abilities in order to learn effectively.
However, if everything is either good news or bad news about your precious
traits—as it is with fixed-mindset people—distortion almost inevitably
enters the picture. Some outcomes are magnified, others are explained
away, and before you know it you don’t know yourself at all.
Howard Gardner, in his book Extraordinary Minds, concluded that
exceptional individuals have “a special talent for identifying their own
strengths and weaknesses.” It’s interesting that those with the growth
mindset seem to have that talent.
WHAT’S IN STORE

The other thing exceptional people seem to have is a special talent for
converting life’s setbacks into future successes. Creativity researchers
concur. In a poll of 143 creativity researchers, there was wide agreement
about the number one ingredient in creative achievement. And it was
exactly the kind of perseverance and resilience produced by the growth
mindset.
You may be asking again, How can one belief lead to all this—the love
of challenge, belief in effort, resilience in the face of setbacks, and greater
(more creative!) success? In the chapters that follow, you’ll see exactly how
this happens: how the mindsets change what people strive for and what they
see as success. How they change the definition, significance, and impact of
failure. And how they change the deepest meaning of effort. You’ll see how
these mindsets play out in school, in sports, in the workplace, and in
relationships. You’ll see where they come from and how they can be
changed.

Grow Your Mindset

Which mindset do you have? Answer these questions about
intelligence. Read each statement and decide whether you mostly
agree with it or disagree with it.
1. Your intelligence is something very basic about you that you

can’t change very much.
2. You can learn new things, but you can’t really change how
intelligent you are.
3. No matter how much intelligence you have, you can always
change it quite a bit.
4. You can always substantially change how intelligent you are.
Questions 1 and 2 are the fixed-mindset questions. Questions 3 and 4
reflect the growth mindset. Which mindset did you agree with more?
You can be a mixture, but most people lean toward one or the other.
You also have beliefs about other abilities. You could substitute
“artistic talent,” “sports ability,” or “business skill” for “intelligence.”
Try it.
It’s not only your abilities; it’s your personal qualities too. Look at
these statements about personality and character and decide whether
you mostly agree or mostly disagree with each one.
1. You are a certain kind of person, and there is not much that can

be done to really change that.
2. No matter what kind of person you are, you can always change
substantially.
3. You can do things differently, but the important parts of who
you are can’t really be changed.
4. You can always change basic things about the kind of person
you are.
Here, questions 1 and 3 are the fixed-mindset questions and
questions 2 and 4 reflect the growth mindset. Which did you agree
with more?

Did it differ from your intelligence mindset? It can. Your
“intelligence mindset” comes into play when situations involve mental
ability.
Your “personality mindset” comes into play in situations that
involve your personal qualities—for example, how dependable,
cooperative, caring, or socially skilled you are. The fixed mindset
makes you concerned with how you’ll be judged; the growth mindset
makes you concerned with improving.
Here are some more ways to think about mindsets:
■ Think about someone you know who is steeped in the fixed
mindset. Think about how they’re always trying to prove
themselves and how they’re supersensitive about being wrong or
making mistakes. Did you ever wonder why they were this way?
(Are you this way?) Now you can begin to understand why.
■ Think about someone you know who is skilled in the growth
mindset—someone who understands that important qualities can
be cultivated. Think about the ways they confront obstacles. Think
about the things they do to stretch themselves. What are some
ways you might like to change or stretch yourself?
■ Okay, now imagine you’ve decided to learn a new language and
you’ve signed up for a class. A few sessions into the course, the
instructor calls you to the front of the room and starts throwing
questions at you one after another.
Put yourself in a fixed mindset. Your ability is on the line. Can
you feel everyone’s eyes on you? Can you see the instructor’s face
evaluating you? Feel the tension, feel your ego bristle and waver.
What else are you thinking and feeling?
Now put yourself in a growth mindset. You’re a novice—that’s
why you’re here. You’re here to learn. The teacher is a resource for
learning. Feel the tension leave you; feel your mind open up.
The message is: You can change your mindset.

Chapter 2

INSIDE THE MINDSETS

When I was a young woman, I wanted a prince-like mate. Very handsome,
very successful. A big cheese. I wanted a glamorous career, but nothing too
hard or risky. And I wanted it all to come to me as validation of who I was.
It would be many years before I was satisfied. I got a great guy, but he
was a work in progress. I have a great career, but boy, is it a constant
challenge. Nothing was easy. So why am I satisfied? I changed my mindset.
I changed it because of my work. One day my doctoral student, Mary
Bandura, and I were trying to understand why some students were so caught
up in proving their ability, while others could just let go and learn. Suddenly
we realized that there were two meanings to ability, not one: a fixed ability
that needs to be proven, and a changeable ability that can be developed
through learning.
That’s how the mindsets were born. I knew instantly which one I had. I
realized why I’d always been so concerned about mistakes and failures.
And I recognized for the first time that I had a choice.
When you enter a mindset, you enter a new world. In one world—the
world of fixed traits—success is about proving you’re smart or talented.
Validating yourself. In the other—the world of changing qualities—it’s
about stretching yourself to learn something new. Developing yourself.
In one world, failure is about having a setback. Getting a bad grade.
Losing a tournament. Getting fired. Getting rejected. It means you’re not
smart or talented. In the other world, failure is about not growing. Not
reaching for the things you value. It means you’re not fulfilling your
potential.

In one world, effort is a bad thing. It, like failure, means you’re not
smart or talented. If you were, you wouldn’t need effort. In the other world,
effort is what makes you smart or talented.
You have a choice. Mindsets are just beliefs. They’re powerful beliefs,
but they’re just something in your mind, and you can change your mind. As
you read, think about where you’d like to go and which mindset will take
you there.
IS SUCCESS ABOUT LEARNING—OR PROVING YOU’RE SMART?

Benjamin Barber, an eminent political theorist, once said, “I don’t divide
the world into the weak and the strong, or the successes and the failures. . . .
I divide the world into the learners and nonlearners.”
What on earth would make someone a nonlearner? Everyone is born
with an intense drive to learn. Infants stretch their skills daily. Not just
ordinary skills, but the most difficult tasks of a lifetime, like learning to
walk and talk. They never decide it’s too hard or not worth the effort.
Babies don’t worry about making mistakes or humiliating themselves. They
walk, they fall, they get up. They just barge forward.
What could put an end to this exuberant learning? The fixed mindset.
As soon as children become able to evaluate themselves, some of them
become afraid of challenges. They become afraid of not being smart. I have
studied thousands of people from preschoolers on, and it’s breathtaking how
many reject an opportunity to learn.
We offered four-year-olds a choice: They could redo an easy jigsaw
puzzle or they could try a harder one. Even at this tender age, children with
the fixed mindset—the ones who believed in fixed traits—stuck with the
safe one. Kids who are born smart “don’t do mistakes,” they told us.
Children with the growth mindset—the ones who believed you could
get smarter—thought it was a strange choice. Why are you asking me this,
lady? Why would anyone want to keep doing the same puzzle over and
over? They chose one hard one after another. “I’m dying to figure them
out!” exclaimed one little girl.
So children with the fixed mindset want to make sure they succeed.
Smart people should always succeed. But for children with the growth

mindset, success is about stretching themselves. It’s about becoming
smarter.
One seventh-grade girl summed it up. “I think intelligence is something
you have to work for . . . it isn’t just given to you. . . . Most kids, if they’re
not sure of an answer, will not raise their hand to answer the question. But
what I usually do is raise my hand, because if I’m wrong, then my mistake
will be corrected. Or I will raise my hand and say, ‘How would this be
solved?’ or ‘I don’t get this. Can you help me?’ Just by doing that I’m
increasing my intelligence.”
Beyond Puzzles

It’s one thing to pass up a puzzle. It’s another to pass up an opportunity
that’s important to your future. To see if this would happen, we took
advantage of an unusual situation. At the University of Hong Kong,
everything is in English. Classes are in English, textbooks are in English,
and exams are in English. But some students who enter the university are
not fluent in English, so it would make sense for them to do something
about it in a hurry.
As students arrived to register for their freshman year, we knew which
ones were not skilled in English. And we asked them a key question: If the
faculty offered a course for students who need to improve their English
skills, would you take it?
We also measured their mindset. We did this by asking them how much
they agreed with statements like this: “You have a certain amount of
intelligence, and you can’t really do much to change it.” People who agree
with this kind of statement lean toward a fixed mindset.
Those who lean toward a growth mindset agree that: “You can always
substantially change how intelligent you are.”
Later, we looked at who said yes to the English course. Students with
the growth mindset said an emphatic yes. But those with the fixed mindset
were not very interested.
Believing that success is about learning, students with the growth
mindset seized the chance. But those with the fixed mindset didn’t want to
expose their deficiencies. Instead, to feel smart in the short run, they were
willing to put their college careers at risk.

This is how the fixed mindset makes people into nonlearners.
Brain Waves Tell the Story

You can even see the difference in people’s brain waves. People with both
mindsets came into our brain-wave lab at Columbia. As they answered hard
questions and got feedback, we were curious about when their brain waves
would show them to be interested and attentive.
People with a fixed mindset were only interested when the feedback
reflected on their ability. Their brain waves showed them paying close
attention when they were told whether their answers were right or wrong.
But when they were presented with information that could help them
learn, there was no sign of interest. Even when they’d gotten an answer
wrong, they were not interested in learning what the right answer was.
Only people with a growth mindset paid close attention to information
that could stretch their knowledge. Only for them was learning a priority.
What’s Your Priority?

If you had to choose, which would it be? Loads of success and validation or
lots of challenge?
It’s not just on intellectual tasks that people have to make these choices.
People also have to decide what kinds of relationships they want: ones that
bolster their egos or ones that challenge them to grow? Who is your ideal
mate? We put this question to young adults, and here’s what they told us.
People with the fixed mindset said the ideal mate would:
Put them on a pedestal.
Make them feel perfect.
Worship them.
In other words, the perfect mate would enshrine their fixed qualities.
My husband says that he used to feel this way, that he wanted to be the god
of a one-person (his partner’s) religion. Fortunately, he chucked this idea
before he met me.
People with the growth mindset hoped for a different kind of partner.
They said their ideal mate was someone who would:
See their faults and help them to work on them.

Challenge them to become a better person.
Encourage them to learn new things.
Certainly, they didn’t want people who would pick on them or
undermine their self-esteem, but they did want people who would foster
their development. They didn’t assume they were fully evolved, flawless
beings who had nothing more to learn.
Are you already thinking, Uh-oh, what if two people with different
mindsets get together? A growth-mindset woman tells about her marriage
to a fixed-mindset man:
I had barely gotten all the rice out of my hair when I began to realize
I made a big mistake. Every time I said something like “Why don’t
we try to go out a little more?” or “I’d like it if you consulted me
before making decisions,” he was devastated. Then instead of
talking about the issue I raised, I’d have to spend literally an hour
repairing the damage and making him feel good again. Plus he
would then run to the phone to call his mother, who always
showered him with the constant adoration he seemed to need. We
were both young and new at marriage. I just wanted to
communicate.
So the husband’s idea of a successful relationship—total, uncritical
acceptance—was not the wife’s. And the wife’s idea of a successful
relationship—confronting problems—was not the husband’s. One person’s
growth was the other person’s nightmare.
CEO Disease

Speaking of reigning from atop a pedestal and wanting to be seen as
perfect, you won’t be surprised that this is often called “CEO disease.” Lee
Iacocca had a bad case of it. After his initial success as head of Chrysler
Motors, Iacocca looked remarkably like our four-year-olds with the fixed
mindset. He kept bringing out the same car models over and over with only
superficial changes. Unfortunately, they were models no one wanted
anymore.

Meanwhile, Japanese companies were completely rethinking what cars
should look like and how they should run. We know how this turned out.
The Japanese cars rapidly swept the market.
CEOs face this choice all the time. Should they confront their
shortcomings or should they create a world where they have none? Lee
Iacocca chose the latter. He surrounded himself with worshipers, exiled the
critics—and quickly lost touch with where his field was going. Lee Iacocca
had become a nonlearner.
But not everyone catches CEO disease. Many great leaders confront
their shortcomings on a regular basis. Darwin Smith, looking back on his
extraordinary performance at Kimberly-Clark, declared, “I never stopped
trying to be qualified for the job.” These men, like the Hong Kong students
with the growth mindset, never stopped taking the remedial course.
CEOs face another dilemma. They can choose short-term strategies that
boost the company’s stock and make themselves look like heroes. Or they
can work for long-term improvement—risking Wall Street’s disapproval as
they lay the foundation for the health and growth of the company over the
longer haul.
Albert Dunlap, a self-professed fixed mindsetter, was brought in to turn
around Sunbeam. He chose the short-term strategy of looking like a hero to
Wall Street. The stock soared but the company fell apart.
Lou Gerstner, an avowed growth mindsetter, was called in to turn
around IBM. As he set about the enormous task of overhauling IBM culture
and policies, stock prices were stagnant and Wall Street sneered. They
called him a failure. A few years later, however, IBM was leading its field
again.
Stretching

People in a growth mindset don’t just seek challenge, they thrive on it. The
bigger the challenge, the more they stretch. And nowhere can it be seen
more clearly than in the world of sports. You can just watch people stretch
and grow.
Mia Hamm, the greatest female soccer star of her time, says it straight
out. “All my life I’ve been playing up, meaning I’ve challenged myself with
players older, bigger, more skillful, more experienced—in short, better than

me.” First she played with her older brother. Then at ten, she joined the
eleven-year-old boys’ team. Then she threw herself into the number one
college team in the United States. “Each day I attempted to play up to their
level . . . and I was improving faster than I ever dreamed possible.”
Patricia Miranda was a chubby, unathletic high school kid who wanted
to wrestle. After a bad beating on the mat, she was told, “You’re a joke.”
First she cried, then she felt: “That really set my resolve . . . I had to keep
going and had to know if effort and focus and belief and training could
somehow legitimize me as a wrestler.” Where did she get this resolve?
Miranda was raised in a life devoid of challenge. But when her mother
died of an aneurysm at age forty, ten-year-old Miranda came up with a
principle. “When you’re lying on your deathbed, one of the cool things to
say is, ‘I really explored myself.’ This sense of urgency was instilled when
my mom died. If you only go through life doing stuff that’s easy, shame on
you.” So when wrestling presented a challenge, she was ready to take it on.
Her effort paid off. At twenty-four, Miranda was having the last laugh.
She won the spot for her weight group on the U.S. Olympic team and came
home from Athens with a bronze medal. And what was next? Yale Law
School. People urged her to stay where she was already on top, but Miranda
felt it was more exciting to start at the bottom again and see what she could
grow into this time.
Stretching Beyond the Possible

Sometimes people with the growth mindset stretch themselves so far that
they do the impossible. In 1995, Christopher Reeve, the actor, was thrown
from a horse. His neck was broken, his spinal cord was severed from his
brain, and he was completely paralyzed below the neck. Medical science
said, So sorry. Come to terms with it.
Reeve, however, started a demanding exercise program that involved
moving all parts of his paralyzed body with the help of electrical
stimulation. Why couldn’t he learn to move again? Why couldn’t his brain
once again give commands that his body would obey? Doctors warned that
he was in denial and was setting himself up for disappointment. They had
seen this before and it was a bad sign for his adjustment. But, really, what
else was Reeve doing with his time? Was there a better project?

Five years later, Reeve started to regain movement. First it happened in
his hands, then his arms, then legs, and then torso. He was far from cured,
but brain scans showed that his brain was once more sending signals to his
body that the body was responding to. Not only did Reeve stretch his
abilities, he changed the entire way science thinks about the nervous system
and its potential for recovery. In doing so, he opened a whole new vista for
research and a whole new avenue of hope for people with spinal cord
injuries.
Thriving on the Sure Thing

Clearly, people with the growth mindset thrive when they’re stretching
themselves. When do people with the fixed mindset thrive? When things
are safely within their grasp. If things get too challenging—when they’re
not feeling smart or talented—they lose interest.
I watched it happen as we followed pre-med students through their first
semester of chemistry. For many students, this is what their lives have led
up to: becoming a doctor. And this is the course that decides who gets to be
one. It’s one heck of a hard course, too. The average grade on each exam is
C+, for students who’ve rarely seen anything less than an A.
Most students started out pretty interested in chemistry. Yet over the
semester, something happened. Students with the fixed mindset stayed
interested only when they did well right away. Those who found it difficult
showed a big drop in their interest and enjoyment. If it wasn’t a testimony
to their intelligence, they couldn’t enjoy it.
“The harder it gets,” reported one student, “the more I have to force
myself to read the book and study for the tests. I was excited about
chemistry before, but now every time I think about it, I get a bad feeling in
my stomach.”
In contrast, students with the growth mindset continued to show the
same high level of interest even when they found the work very
challenging. “It’s a lot more difficult for me than I thought it would be, but
it’s what I want to do, so that only makes me more determined. When they
tell me I can’t, it really gets me going.” Challenge and interest went hand in
hand.

We saw the same thing in younger students. We gave fifth graders
intriguing puzzles, which they all loved. But when we made them harder,
children with the fixed mindset showed a big plunge in enjoyment. They
also changed their minds about taking some home to practice. “It’s okay,
you can keep them. I already have them,” fibbed one child. In fact, they
couldn’t run from them fast enough.
This was just as true for children who were the best puzzle solvers.
Having “puzzle talent” did not prevent the decline.
Children with the growth mindset, on the other hand, couldn’t tear
themselves away from the hard problems. These were their favorites and
these were the ones they wanted to take home. “Could you write down the
name of these puzzles,” one child asked, “so my mom can buy me some
more when these ones run out?”
Not long ago I was interested to read about Marina Semyonova, a great
Russian dancer and teacher, who devised a novel way of selecting her
students. It was a clever test for mindset. As a former student tells it, “Her
students first have to survive a trial period while she watches to see how
you react to praise and to correction. Those more responsive to the
correction are deemed worthy.”
In other words, she separates the ones who get their thrill from what’s
easy—what they’ve already mastered—from those who get their thrill from
what’s hard.
I’ll never forget the first time I heard myself say, “This is hard. This is
fun.” That’s the moment I knew I was changing mindsets.
When Do You Feel Smart:
When You’re Flawless or When You’re Learning?

The plot is about to thicken, for in the fixed mindset it’s not enough just to
succeed. It’s not enough just to look smart and talented. You have to be
pretty much flawless. And you have to be flawless right away.
We asked people, ranging from grade schoolers to young adults, “When
do you feel smart?” The differences were striking. People with the fixed
mindset said:
“It’s when I don’t make any mistakes.”
“When I finish something fast and it’s perfect.”

“When something is easy for me, but other people can’t do it.”
It’s about being perfect right now. But people with the growth mindset
said:
“When it’s really hard, and I try really hard, and I can do something I
couldn’t do before.”
Or “[When] I work on something a long time and I start to figure it
out.”
For them it’s not about immediate perfection. It’s about learning
something over time: confronting a challenge and making progress.
If You Have Ability,
Why Should You Need Learning?

Actually, people with the fixed mindset expect ability to show up on its
own, before any learning takes place. After all, if you have it you have it,
and if you don’t you don’t. I see this all the time.
Out of all the applicants from all over the world, my department at
Columbia admitted six new graduate students a year. They all had amazing
test scores, nearly perfect grades, and rave recommendations from eminent
scholars. Moreover, they’d been courted by the top grad schools.
It took one day for some of them to feel like complete imposters.
Yesterday they were hotshots; today they’re failures. Here’s what happens.
They look at the faculty with our long list of publications. “Oh my God, I
can’t do that.” They look at the advanced students who are submitting
articles for publication and writing grant proposals. “Oh my God, I can’t do
that.” They know how to take tests and get A’s but they don’t know how to
do this—yet. They forget the yet.
Isn’t that what school is for, to teach? They’re there to learn how to do
these things, not because they already know everything.
I wonder if this is what happened to Janet Cooke and Stephen Glass.
They were both young reporters who skyrocketed to the top—on fabricated
articles. Janet Cooke won a Pulitzer Prize for her Washington Post articles
about an eight-year-old boy who was a drug addict. The boy did not exist,
and she was later stripped of her prize. Stephen Glass was the whiz kid of
The New Republic, who seemed to have stories and sources reporters only
dream of. The sources did not exist and the stories were not true.

Did Janet Cooke and Stephen Glass need to be perfect right away? Did
they feel that admitting ignorance would discredit them with their
colleagues? Did they feel they should already be like the big-time reporters
before they did the hard work of learning how? “We were stars—precocious
stars,” wrote Stephen Glass, “and that was what mattered.” The public
understands them as cheats, and cheat they did. But I understand them as
talented young people—desperate young people—who succumbed to the
pressures of the fixed mindset.
There was a saying in the 1960s that went: “Becoming is better than
being.” The fixed mindset does not allow people the luxury of becoming.
They have to already be.
A Test Score Is Forever

Let’s take a closer look at why, in the fixed mindset, it’s so crucial to be
perfect right now. It’s because one test—or one evaluation—can measure
you forever.
Twenty years ago, at the age of five, Loretta and her family came to the
United States. A few days later, her mother took her to her new school,
where they promptly gave her a test. The next thing she knew, she was in
her kindergarten class—but it was not the Eagles, the elite kindergarten
class.
As time passed, however, Loretta was transferred to the Eagles and she
remained with that group of students until the end of high school, garnering
a bundle of academic prizes along the way. Yet she never felt she belonged.
That first test, she was convinced, diagnosed her fixed ability and said
that she was not a true Eagle. Never mind that she had been five years old
and had just made a radical change to a new country. Or that maybe there
hadn’t been room in the Eagles for a while. Or that maybe the school
decided she would have an easier transition in a more low-key class. There
are so many ways to understand what happened and what it meant.
Unfortunately, she chose the wrong one. For in the world of the fixed
mindset, there is no way to become an Eagle. If you were a true Eagle, you
would have aced the test and been hailed as an Eagle at once.
Is Loretta a rare case, or is this kind of thinking more common than we
realize?

To find out, we showed fifth graders a closed cardboard box and told
them it had a test inside. This test, we said, measured an important school
ability. We told them nothing more. Then we asked them questions about
the test. First, we wanted to make sure that they’d accepted our description,
so we asked them: How much do you think this test measures an important
school ability? All of them had taken our word for it.
Next we asked: Do you think this test measures how smart you are?
And: Do you think this test measures how smart you’ll be when you grow
up?
Students with the growth mindset had taken our word that the test
measured an important ability, but they didn’t think it measured how smart
they were. And they certainly didn’t think it would tell them how smart
they’d be when they grew up. In fact, one of them told us, “No way! Ain’t
no test can do that.”
But the students with the fixed mindset didn’t simply believe the test
could measure an important ability. They also believed—just as strongly—
that it could measure how smart they were. And how smart they’d be when
they grew up.
They granted one test the power to measure their most basic intelligence
now and forever. They gave this test the power to define them. That’s why
every success is so important.
Another Look at Potential

This leads us back to the idea of “potential” and to the question of whether
tests or experts can tell us what our potential is, what we’re capable of,
what our future will be. The fixed mindset says yes. You can simply
measure the fixed ability right now and project it into the future. Just give
the test or ask the expert. No crystal ball needed.
So common is the belief that potential can be known right now that
Joseph P. Kennedy felt confident in telling Morton Downey Jr. that he
would be a failure. What had Downey—later a famous television
personality and author—done? Why, he had worn red socks and brown
shoes to the Stork Club, a fancy New York nightclub.
“Morton,” Kennedy told him, “I don’t know anybody I’ve ever met in
my life wearing red socks and brown shoes who ever succeeded. Young

man, let me tell you now, you do stand out, but you don’t stand out in a way
that people will ever admire you.”
Many of the most accomplished people of our era were considered by
experts to have no future. Jackson Pollock, Marcel Proust, Elvis Presley,
Ray Charles, Lucille Ball, and Charles Darwin were all thought to have
little potential for their chosen fields. And in some of these cases, it may
well have been true that they did not stand out from the crowd early on.
But isn’t potential someone’s capacity to develop their skills with effort
and coaching over time? And that’s just the point. How can we know where
effort, coaching, and time will take someone? Who knows—maybe the
experts were right about Jackson, Marcel, Elvis, Ray, Lucille, and Charles
—in terms of their skills at the time. Maybe they were not yet the people
they were to become.
I once went to an exhibit in London of Paul Cézanne’s early paintings.
On my way there, I wondered who Cézanne was and what his paintings
were like before he was the painter we know today. I was intensely curious
because Cézanne is one of my favorite artists and the man who set the stage
for much of modern art. Here’s what I found: Some of the paintings were
pretty bad. They were overwrought scenes, some violent, with amateurishly
painted people. Although there were some paintings that foreshadowed the
later Cézanne, many did not. Was the early Cézanne not talented? Or did it
just take time for Cézanne to become Cézanne?
People with the growth mindset know that it takes time for potential to
flower. Recently, I got an angry letter from a teacher who had taken one of
our surveys. The survey portrays a hypothetical student, Jennifer, who had
gotten 65 percent on a math exam. It then asks teachers to tell us how they
would treat her.
Teachers with the fixed mindset were more than happy to answer our
questions. They felt that by knowing Jennifer’s score, they had a good sense
of who she was and what she was capable of. Their recommendations
abounded. Mr. Riordan, by contrast, was fuming. Here’s what he wrote.
To Whom It May Concern:
Having completed the educator’s portion of your recent survey, I
must request that my results be excluded from the study. I feel that

the study itself is scientifically unsound. . . .
Unfortunately, the test uses a faulty premise, asking teachers to
make assumptions about a given student based on nothing more than
a number on a page. . . . Performance cannot be based on one
assessment. You cannot determine the slope of a line given only one
point, as there is no line to begin with. A single point in time does
not show trends, improvement, lack of effort, or mathematical
ability. . . .
Sincerely,
Michael D. Riordan
I was delighted with Mr. Riordan’s critique and couldn’t have agreed
with it more. An assessment at one point in time has little value for
understanding someone’s ability, let alone their potential to succeed in the
future.
It was disturbing how many teachers thought otherwise, and that was
the point of our study.
The idea that one evaluation can measure you forever is what creates
the urgency for those with the fixed mindset. That’s why they must succeed
perfectly and immediately. Who can afford the luxury of trying to grow
when everything is on the line right now?
Is there another way to judge potential? NASA thought so. When they
were soliciting applications for astronauts, they rejected people with pure
histories of success and instead selected people who had had significant
failures and bounced back from them. Jack Welch, the celebrated CEO of
General Electric, chose executives on the basis of “runway,” their capacity
for growth. And remember Marina Semyonova, the famed ballet teacher,
who chose the students who were energized by criticism. They were all
rejecting the idea of fixed ability and selecting instead for mindset.
Proving You’re Special

When people with the fixed mindset opt for success over growth, what are
they really trying to prove? That they’re special. Even superior.

When we asked them, “When do you feel smart?” so many of them
talked about times they felt like a special person, someone who was
different from and better than other people.
Until I discovered the mindsets and how they work, I, too, thought of
myself as more talented than others, maybe even more worthy than others
because of my endowments. The scariest thought, which I rarely
entertained, was the possibility of being ordinary. This kind of thinking led
me to need constant validation. Every comment, every look was meaningful
—it registered on my intelligence scorecard, my attractiveness scorecard,
my likability scorecard. If a day went well, I could bask in my high
numbers.
One bitter cold winter night, I went to the opera. That night, the opera
was everything you hope for, and everyone stayed until the very end—not
just the end of the opera, but through all the curtain calls. Then we all
poured into the street, and we all wanted taxis. I remember it clearly. It was
after midnight, it was seven degrees, there was a strong wind, and, as time
went on, I became more and more miserable. There I was, part of an
undifferentiated crowd. What chance did I have? Suddenly, a taxi pulled up
right next to me. The handle of the back door lined up perfectly with my
hand, and as I entered, the driver announced, “You were different.” I lived
for these moments. Not only was I special. It could be detected from a
distance.
The self-esteem movement encourages this kind of thinking and has
even invented devices to help you confirm your superiority. I recently came
across an ad for such a product. Two of my friends send me an illustrated
list each year of the top ten things they didn’t get me for Christmas. From
January through November, they clip candidate items from catalogs or
download them from the Internet. In December, they select the winners.
One of my all-time favorites is the pocket toilet, which you fold up and
return to your pocket after using. This year my favorite was the i love me
mirror, a mirror with i love me in huge capital letters written across the
bottom half. By looking into it, you can administer the message to yourself
and not wait for the outside world to announce your specialness.
Of course, the mirror is harmless enough. The problem is when special
begins to mean better than others. A more valuable human being. A
superior person. An entitled person.

Special, Superior, Entitled

John McEnroe had a fixed mindset: He believed that talent was all. He did
not love to learn. He did not thrive on challenges; when the going got
rough, he often folded. As a result, by his own admission, he did not fulfill
his potential.
But his talent was so great that he was the number one tennis player in
the world for four years. Here he tells us what it was like to be number one.
McEnroe used sawdust to absorb the sweat on his hands during a match.
This time the sawdust was not to his liking, so he went over to the can of
sawdust and knocked it over with his racket. His agent, Gary, came dashing
over to find out what was wrong.
“You call that sawdust?” I said. I was actually screaming at him:
The sawdust was ground too fine! “This looks like rat poison. Can’t
you get anything right?” So Gary ran out and, twenty minutes later,
came back with a fresh can of coarser sawdust . . . and twenty
dollars less in his pocket: He’d had to pay a union employee to grind
up a two-by-four. This is what it was like to be number one.
He goes on to tell us about how he once threw up all over a dignified
Japanese lady who was hosting him. The next day she bowed, apologized to
him, and presented him with a gift. “This,” McEnroe proclaims, “is also
what it was like to be number one.”
“Everything was about you . . . ‘Did you get everything you need? Is
everything okay? We’ll pay you this, we’ll do that, we’ll kiss your behind.’
You only have to do what you want; your reaction to anything else is, ‘Get
the hell out of here.’ For a long time I didn’t mind it a bit. Would you?”
So let’s see. If you’re successful, you’re better than other people. You
get to abuse them and have them grovel. In the fixed mindset, this is what
can pass for self-esteem.
As a contrast, let’s look at Michael Jordan—growth-minded athlete par
excellence—whose greatness is regularly proclaimed by the world:
“Superman,” “God in person,” “Jesus in tennis shoes.” If anyone has reason
to think of himself as special, it’s he. But here’s what he said when his
return to basketball caused a huge commotion: “I was shocked with the
level of intensity my coming back to the game created. . . . People were

praising me like I was a religious cult or something. That was very
embarrassing. I’m a human being like everyone else.”
Jordan knew how hard he had worked to develop his abilities. He was a
person who had struggled and grown, not a person who was inherently
better than others.
Tom Wolfe, in The Right Stuff, describes the elite military pilots who
eagerly embrace the fixed mindset. Having passed one rigorous test after
another, they think of themselves as special, as people who were born
smarter and braver than other people. But Chuck Yeager, the hero of The
Right Stuff, begged to differ. “There is no such thing as a natural-born pilot.
Whatever my aptitude or talents, becoming a proficient pilot was hard
work, really a lifetime’s learning experience. . . . The best pilots fly more
than the others; that’s why they’re the best.” Like Michael Jordan, he was a
human being. He just stretched himself farther than most.
In short, people who believe in fixed traits feel an urgency to succeed,
and when they do, they may feel more than pride. They may feel a sense of
superiority, since success means that their fixed traits are better than other
people’s.
However, lurking behind that self-esteem of the fixed mindset is a
simple question: If you’re somebody when you’re successful, what are you
when you’re unsuccessful?
MINDSETS CHANGE THE MEANING OF FAILURE

The Martins worshiped their three-year-old Robert and always bragged
about his feats. There had never been a child as bright and creative as theirs.
Then Robert did something unforgivable—he didn’t get into the number
one preschool in New York. After that, the Martins cooled toward him.
They didn’t talk about him the same way, and they didn’t treat him with the
same pride and affection. He was no longer their brilliant little Robert. He
was someone who had discredited himself and shamed them. At the tender
age of three, he was a failure.
As a New York Times article points out, failure has been transformed
from an action (I failed) to an identity (I am a failure). This is especially
true in the fixed mindset.

When I was a child, I, too, worried about meeting Robert’s fate. In sixth
grade, I was the best speller in my school. The principal wanted me to go to
a citywide competition, but I refused. In ninth grade, I excelled in French,
and my teacher wanted me to enter a citywide competition. Again, I
refused. Why would I risk turning from a success into a failure? From a
winner into a loser?
Ernie Els, the great golfer, worried about this too. Els finally won a
major tournament after a five-year dry spell, in which match after match
slipped away from him. What if he had lost this tournament, too? “I would
have been a different person,” he tells us. He would have been a loser.
Each April when the skinny envelopes—the rejection letters—arrive
from colleges, countless failures are created coast to coast. Thousands of
brilliant young scholars become “The Girl Who Didn’t Get into Princeton”
or the “The Boy Who Didn’t Get into Stanford.”
Def ining Moments

Even in the growth mindset, failure can be a painful experience. But it
doesn’t define you. It’s a problem to be faced, dealt with, and learned from.
Jim Marshall, former defensive player for the Minnesota Vikings,
relates what could easily have made him into a failure. In a game against
the San Francisco 49ers, Marshall spotted the football on the ground. He
scooped it up and ran for a touchdown as the crowd cheered. But he ran the
wrong way. He scored for the wrong team and on national television.
It was the most devastating moment of his life. The shame was
overpowering. But during halftime, he thought, “If you make a mistake, you
got to make it right. I realized I had a choice. I could sit in my misery or I
could do something about it.” Pulling himself together for the second half,
he played some of his best football ever and contributed to his team’s
victory.
Nor did he stop there. He spoke to groups. He answered letters that
poured in from people who finally had the courage to admit their own
shameful experiences. He heightened his concentration during games.
Instead of letting the experience define him, he took control of it. He used it
to become a better player and, he believes, a better person.

In the fixed mindset, however, the loss of one’s self to failure can be a
permanent, haunting trauma. Bernard Loiseau was one of the top chefs in
the world. Only a handful of restaurants in all of France receive the
supreme rating of three stars from the Guide Michelin, the most respected
restaurant guide in Europe. His was one of them. Around the publication of
the 2003 Guide Michelin, however, Mr. Loiseau committed suicide. He had
lost two points in another guide, going from a nineteen (out of twenty) to a
seventeen in the GaultMillau. And there were rampant rumors that he
would lose one of his three stars in the new Guide. Although he did not, the
idea of failure had possessed him.
Loiseau had been a pioneer. He was one of the first to advance the
“nouvelle cuisine,” trading the traditional butter and cream sauces of French
cooking for the brighter flavors of the foods themselves. A man of
tremendous energy, he was also an entrepreneur. Besides his three-star
restaurant in Burgundy, he had created three eateries in Paris, numerous
cookbooks, and a line of frozen foods. “I’m like Yves Saint Laurent,” he
told people. “I do both haute couture and ready-to-wear.”
A man of such talent and originality could easily have planned for a
satisfying future, with or without the two points or the third star. In fact, the
director of the GaultMillau said it was unimaginable that their rating could
have taken his life. But in the fixed mindset, it is imaginable. Their lower
rating gave him a new definition of himself: Failure. Has-been.
It’s striking what counts as failure in the fixed mindset. So, on a lighter
note . . .
My Success Is Your Failure

Last summer my husband and I went to a dude ranch, something very novel
since neither of us had ever made contact with a horse. One day, we signed
up for a lesson in fly fishing. It was taught by a wonderful eighty-year-old
cowboy-type fisherman who showed us how to cast the fishing line, and
then turned us loose.
We soon realized that he had not taught us how to recognize when the
trout bit the lure (they don’t tug on the line; you have to watch for a bubble
in the water), what to do when the trout bit the lure (tug upward), or how to
reel the trout in if by some miracle we got that far (pull the fish along the

water; do not hoist it into the air). Well, time passed, the mosquitoes bit, but
not so the trout. None of the dozen or so of us made the slightest progress.
Suddenly, I hit the jackpot. Some careless trout bit hard on my lure and the
fisherman, who happened to be right there, talked me through the rest. I had
me a rainbow trout.
Reaction #1: My husband, David, came running over beaming with
pride and saying, “Life with you is so exciting!”
Reaction #2: That evening when we came into the dining room for
dinner, two men came up to my husband and said, “David, how’re you
coping?” David looked at them blankly; he had no idea what they were
talking about. Of course he didn’t. He was the one who thought my
catching the fish was exciting. But I knew exactly what they meant. They
had expected him to feel diminished, and they went on to make it clear that
that’s exactly what my success had done to them.
Shirk, Cheat, Blame: Not a Recipe for Success

Beyond how traumatic a setback can be in the fixed mindset, this mindset
gives you no good recipe for overcoming it. If failure means you lack
competence or potential—that you are a failure—where do you go from
there?
In one study, seventh graders told us how they would respond to an
academic failure—a poor test grade in a new course. Those with the growth
mindset, no big surprise, said they would study harder for the next test. But
those with the fixed mindset said they would study less for the next test. If
you don’t have the ability, why waste your time? And, they said, they would
seriously consider cheating! If you don’t have the ability, they thought, you
just have to look for another way.
What’s more, instead of trying to learn from and repair their failures,
people with the fixed mindset may simply try to repair their self-esteem.
For example, they may go looking for people who are even worse off than
they are.
College students, after doing poorly on a test, were given a chance to
look at tests of other students. Those in the growth mindset looked at the
tests of people who had done far better than they had. As usual, they wanted
to correct their deficiency. But students in the fixed mindset chose to look at

the tests of people who had done really poorly. That was their way of
feeling better about themselves.
Jim Collins tells in Good to Great of a similar thing in the corporate
world. As Procter & Gamble surged into the paper goods business, Scott
Paper—which was then the leader—just gave up. Instead of mobilizing
themselves and putting up a fight, they said, “Oh, well . . . at least there are
people in the business worse off than we are.”
Another way people with the fixed mindset try to repair their selfesteem after a failure is by assigning blame or making excuses. Let’s return
to John McEnroe.
It was never his fault. One time he lost a match because he had a fever.
One time he had a backache. One time he fell victim to expectations,
another time to the tabloids. One time he lost to a friend because the friend
was in love and he wasn’t. One time he ate too close to the match. One time
he was too chunky, another time too thin. One time it was too cold, another
time too hot. One time he was undertrained, another time overtrained.
His most agonizing loss, and the one that still keeps him up nights, was
his loss in the 1984 French Open. Why did he lose after leading Ivan Lendl
two sets to none? According to McEnroe, it wasn’t his fault. An NBC
cameraman had taken off his headset and a noise started coming from the
side of the court.
Not his fault. So he didn’t train to improve his ability to concentrate or
his emotional control.
John Wooden, the legendary basketball coach, says you aren’t a failure
until you start to blame. What he means is that you can still be in the
process of learning from your mistakes until you deny them.
When Enron, the energy giant, failed—toppled by a culture of arrogance
—whose fault was it? Not mine, insisted Jeffrey Skilling, the CEO and
resident genius. It was the world’s fault. The world did not appreciate what
Enron was trying to do. What about the Justice Department’s investigation
into massive corporate deception? A “witch hunt.”
Jack Welch, the growth-minded CEO, had a completely different
reaction to one of General Electric’s fiascos. In 1986, General Electric
bought Kidder, Peabody, a Wall Street investment banking firm. Soon after
the deal closed, Kidder, Peabody was hit with a big insider trading scandal.
A few years later, calamity struck again in the form of Joseph Jett, a trader

who made a bunch of fictitious trades, to the tune of hundreds of millions,
to pump up his bonus. Welch phoned fourteen of his top GE colleagues to
tell them the bad news and to apologize personally. “I blamed myself for
the disaster,” Welch said.
Mindset and Depression

Maybe Bernard Loiseau, the French chef, was just depressed. Were you
thinking that?
As a psychologist and an educator, I am vitally interested in depression.
It runs wild on college campuses, especially in February and March. The
winter is not over, the summer is not in sight, work has piled up, and
relationships are often frayed. Yet it’s been clear to me for a long time that
different students handle depression in dramatically different ways. Some
let everything slide. Others, though feeling wretched, hang on. They drag
themselves to class, keep up with their work, and take care of themselves—
so that when they feel better, their lives are intact.
Not long ago, we decided to see whether mindsets play a role in this
difference. To find out, we measured students’ mindsets and then had them
keep an online “diary” for three weeks in February and March. Every day
they answered questions about their mood, their activities, and how they
were coping with problems. Here’s what we discovered.
First, the students with the fixed mindset had higher levels of
depression. Our analyses showed that this was because they ruminated over
their problems and setbacks, essentially tormenting themselves with the
idea that the setbacks meant they were incompetent or unworthy: “It just
kept circulating in my head: You’re a dope.” “I just couldn’t let go of the
thought that this made me less of a man.” Again, failures labeled them and
left them no route to success.
And the more depressed they felt, the more they let things go; the less
they took action to solve their problems. For example, they didn’t study
what they needed to, they didn’t hand in their assignments on time, and they
didn’t keep up with their chores.
Although students with the fixed mindset showed more depression,
there were still plenty of people with the growth mindset who felt pretty
miserable, this being peak season for depression. And here we saw

something really amazing. The more depressed people with the growth
mindset felt (short of severe depression), the more they took action to
confront their problems, the more they made sure to keep up with their
schoolwork, and the more they kept up with their lives. The worse they felt,
the more determined they became!
In fact, from the way they acted, it might have been hard to know how
despondent they were. Here is a story a young man told me.
I was a freshman and it was the first time I had been away from
home. Everyone was a stranger, the courses were hard, and as the
year wore on I felt more and more depressed. Eventually, it reached
a point where I could hardly get out of bed in the morning. But
every day I forced myself to get up, shower, shave, and do whatever
it was I needed to do. One day I really hit a low point and I decided
to ask for help, so I went to the teaching assistant in my psychology
course and asked for her advice.
“Are you going to your classes?” she asked.
“Yes,” I replied.
“Are you keeping up with your reading?”
“Yes.”
“Are you doing okay on your exams?”
“Yes.”
“Well,” she informed me, “then you’re not depressed.”
Yes, he was depressed, but he was coping the way people in the growth
mindset tend to cope—with determination.
Doesn’t temperament have a lot to do with it? Aren’t some people
sensitive by nature, while others just let things roll off their backs?
Temperament certainly plays a role, but mindset is an important part of the
story. When we taught people the growth mindset, it changed the way they
reacted to their depressed mood. The worse they felt, the more motivated
they became and the more they confronted the problems that faced them.
In short, when people believe in fixed traits, they are always in danger
of being measured by a failure. It can define them in a permanent way.
Smart or talented as they may be, this mindset seems to rob them of their
coping resources.

When people believe their basic qualities can be developed, failures
may still hurt, but failures don’t define them. And if abilities can be
expanded—if change and growth are possible—then there are still many
paths to success.
MINDSETS CHANGE THE MEANING OF EFFORT

As children, we were given a choice between the talented but erratic hare
and the plodding but steady tortoise. The lesson was supposed to be that
slow and steady wins the race. But, really, did any of us ever want to be the
tortoise?
No, we just wanted to be a less foolish hare. We wanted to be swift as
the wind and a bit more strategic—say, not taking quite so many snoozes
before the finish line. After all, everyone knows you have to show up in
order to win.
The story of the tortoise and the hare, in trying to put forward the power
of effort, gave effort a bad name. It reinforced the image that effort is for
the plodders and suggested that in rare instances, when talented people
dropped the ball, the plodder could sneak through.
The little engine that could, the saggy, baggy elephant, and the scruffy
tugboat—they were cute, they were often overmatched, and we were happy
for them when they succeeded. In fact, to this day I remember how fond I
was of those little creatures (or machines), but no way did I identify with
them. The message was: If you’re unfortunate enough to be the runt of the
litter—if you lack endowment—you don’t have to be an utter failure. You
can be a sweet, adorable little slogger, and maybe (if you really work at it
and withstand all the scornful onlookers) even a success.
Thank you very much, I’ll take the endowment.
The problem was that these stories made it into an either–or. Either you
have ability or you expend effort. And this is part of the fixed mindset.
Effort is for those who don’t have the ability. People with the fixed mindset
tell us, “If you have to work at something, you must not be good at it.”
They add, “Things come easily to people who are true geniuses.”

CALVIN AND HOBBES © 1995 WATTERSON.
REPRINTED WITH PERMISSION OF UNIVERSAL PRESS SYNDICATE

I was a young professor in the psychology department at the University
of Illinois. Late one night, I was passing the psychology building and
noticed that the lights were on in some faculty offices. Some of my
colleagues were working late. They must not be as smart as I am, I thought
to myself.
It never occurred to me that they might be just as smart and more
hardworking! For me it was either–or. And it was clear I valued the either
over the or.
Malcolm Gladwell, the author and New Yorker writer, has suggested that
as a society we value natural, effortless accomplishment over achievement
through effort. We endow our heroes with superhuman abilities that led
them inevitably toward their greatness. It’s as if Midori popped out of the
womb fiddling, Michael Jordan dribbling, and Picasso doodling. This
captures the fixed mindset perfectly. And it’s everywhere.
A report from researchers at Duke University sounds an alarm about the
anxiety and depression among female undergraduates who aspire to
“effortless perfection.” They believe they should display perfect beauty,
perfect womanhood, and perfect scholarship all without trying (or at least
without appearing to try).
Americans aren’t the only people who disdain effort. French executive
Pierre Chevalier says, “We are not a nation of effort. After all, if you have
savoir-faire [a mixture of know-how and cool], you do things effortlessly.”
People with the growth mindset, however, believe something very
different. For them, even geniuses have to work hard for their
achievements. And what’s so heroic, they would say, about having a gift?
They may appreciate endowment, but they admire effort, for no matter what

your ability is, effort is what ignites that ability and turns it into
accomplishment.
Seabiscuit

Here was a horse who was so broken, he was supposed to be put to sleep. In
fact, here was a whole team of people—the jockey, the owner, the trainer—
who were damaged in one way or another. Yet through their dogged
determination and against all odds, they transformed themselves into
winners. A down-and-out nation saw this horse and rider as a symbol of
what could be accomplished through grit and spirit.
Equally moving is the parallel story about Seabiscuit’s author, Laura
Hillenbrand. Felled in her college years by severe, recurrent chronic fatigue
that never went away, she was often unable to function. Yet something in
the story of the “horse who could” gripped and inspired her, so that she was
able to write a heartfelt, magnificent story about the triumph of will. The
book was a testament to Seabiscuit’s triumph and her own, equally.
Seen through the lens of the growth mindset, these are stories about the
transformative power of effort—the power of effort to change your ability
and to change you as a person. But filtered through the fixed mindset, it’s a
great story about three men and a horse, all with deficiencies, who had to
try very hard.
High Effort: The Big Risk

From the point of view of the fixed mindset, effort is only for people with
deficiencies. And when people already know they’re deficient, maybe they
have nothing to lose by trying. But if your claim to fame is not having any
deficiencies—if you’re considered a genius, a talent, or a natural—then you
have a lot to lose. Effort can reduce you.
Nadja Salerno-Sonnenberg made her violin debut at the age of ten with
the Philadelphia Orchestra. Yet when she arrived at Juilliard to study with
Dorothy DeLay, the great violin teacher, she had a repertoire of awful
habits. Her fingerings and bowings were awkward and she held her violin in
the wrong position, but she refused to change. After several years, she saw
the other students catching up and even surpassing her, and by her late teens

she had a crisis of confidence. “I was used to success, to the prodigy label
in newspapers, and now I felt like a failure.”
This prodigy was afraid of trying. “Everything I was going through
boiled down to fear. Fear of trying and failing. . . . If you go to an audition
and don’t really try, if you’re not really prepared, if you didn’t work as hard
as you could have and you don’t win, you have an excuse. . . . Nothing is
harder than saying, ‘I gave it my all and it wasn’t good enough.’ ”
The idea of trying and still failing—of leaving yourself without excuses
—is the worst fear within the fixed mindset, and it haunted and paralyzed
her. She had even stopped bringing her violin to her lesson!
Then, one day, after years of patience and understanding, DeLay told
her, “Listen, if you don’t bring your violin next week, I’m throwing you out
of my class.” Salerno-Sonnenberg thought she was joking, but DeLay rose
from the couch and calmly informed her, “I’m not kidding. If you are going
to waste your talent, I don’t want to be a part of it. This has gone on long
enough.”
Why is effort so terrifying?
There are two reasons. One is that in the fixed mindset, great geniuses
are not supposed to need it. So just needing it casts a shadow on your
ability. The second is that, as Nadja suggests, it robs you of all your
excuses. Without effort, you can always say, “I could have been [fill in the
blank].” But once you try, you can’t say that anymore. Someone once said
to me, “I could have been Yo-Yo Ma.” If she had really tried for it, she
wouldn’t have been able to say that.
Salerno-Sonnenberg was terrified of losing DeLay. She finally decided
that trying and failing—an honest failure—was better than the course she
had been on, and so she began training with DeLay for an upcoming
competition. For the first time she went all out, and, by the way, won. Now
she says, “This is something I know for a fact: You have to work hardest for
the things you love most. And when it’s music you love, you’re in for the
fight of your life.”
Fear of effort can happen in relationships, too, as it did with Amanda, a
dynamic and attractive young woman.
I had a lot of crazy boyfriends. A lot. They ranged from unreliable
to inconsiderate. “How about a nice guy for once?” my best friend

Carla always said. It was like, “You deserve better.”
So then Carla fixed me up with Rob, a guy from her office. He
was great, and not just on day one. I loved it. It was like, “Oh, my
God, a guy who actually shows up on time.” Then it became serious
and I freaked. I mean, this guy really liked me, but I couldn’t stop
thinking about how, if he really knew me, he might get turned off. I
mean, what if I really, really tried and it didn’t work? I guess I
couldn’t take that risk.
Low Effort: The Big Risk

In the growth mindset, it’s almost inconceivable to want something badly,
to think you have a chance to achieve it, and then do nothing about it. When
it happens, the I could have been is heartbreaking, not comforting.
There were few American women in the 1930s through 1950s who were
more successful than Clare Boothe Luce. She was a famous author and
playwright, she was elected to Congress twice, and she was ambassador to
Italy. “I don’t really understand the word ‘success,’ ” she has said. “I know
people use it about me, but I don’t understand it.” Her public life and
private tragedies kept her from getting back to her greatest love: writing for
the theater. She’d had great success with plays like The Women, but it just
wouldn’t do for a political figure to keep penning tart, sexy comedies.
For her, politics did not provide the personal creative effort she valued
most, and looking back she couldn’t forgive herself for not pursuing her
passion for theater. “I often thought,” she said, “that if I were to write an
autobiography, my title would be The Autobiography of a Failure.”
Billie Jean King says it’s all about what you want to look back and say.
I agree with her. You can look back and say, “I could have been . . . ,”
polishing your unused endowments like trophies. Or you can look back and
say, “I gave my all for the things I valued.” Think about what you want to
look back and say. Then choose your mindset.
Turning Knowledge into Action

Sure, people with the fixed mindset have read the books that say: Success is
about being your best self, not about being better than others; failure is an

opportunity, not a condemnation; effort is the key to success. But they can’t
put this into practice because their basic mindset—their belief in fixed traits
—is telling them something entirely different: that success is about being
more gifted than others, that failure does measure you, and that effort is for
those who can’t make it on talent.
QUESTIONS AND ANSWERS

At this point, you probably have questions. Let me see if I can answer some
of them.
Question: If people believe their qualities are fixed, and they have
shown themselves to be smart or talented, why do they have to keep
proving it? After all, when the prince proved his bravery, he and the
princess lived happily ever after. He didn’t have to go out and slay a
dragon every day. Why don’t people with the fixed mindset prove
themselves and then live happily ever after?
Because every day new and larger dragons come along and, as things
get harder, maybe the ability they proved yesterday is not up to today’s task.
Maybe they were smart enough for algebra but not calculus. Maybe they
were a good enough pitcher for the minor leagues but not the majors.
Maybe they were a good enough writer for their school newspaper but not
The New York Times.
So they’re racing to prove themselves over and over, but where are they
going? To me they’re often running in place, amassing countless
affirmations, but not necessarily ending up where they want to be.
You know those movies where the main character wakes up one day and
sees that his life has not been worthwhile—he has always been besting
people, not growing, learning, or caring. My favorite is Groundhog Day,
which I didn’t see for a long time because I couldn’t get past the name. At
any rate, in Groundhog Day, Bill Murray doesn’t just wake up one day and
get the message; he has to repeat the same day over and over until he gets
the message.
Phil Connors (Murray) is a weatherman for a local station in Pittsburgh
who is dispatched to Punxsutawney, Pennsylvania, to cover the Groundhog

Day ceremony. On February 2, a groundhog is taken out of his little house;
if he is judged to have seen his shadow, there will be another six weeks of
winter. If not, there will be an early spring.
Phil, considering himself to be a superior being, has complete contempt
for the ceremony, the town, and the people (“hicks” and “morons”), and
after making that perfectly clear, he plans to get out of Punxsutawney as
quickly as possible. But this is not to be. A blizzard hits the town, he is
forced to remain, and when he wakes up the next morning, it’s Groundhog
Day again. The same Sonny and Cher song, “I Got You Babe,” wakes him
up on the clock radio and the same groundhog festival is gearing up once
again. And again. And again.
At first, he uses the knowledge to further his typical agenda, making
fools out of other people. Since he is the only one reliving the day, he can
talk to a woman on one day, and then use the information to deceive,
impress, and seduce her the next. He is in fixed-mindset heaven. He can
prove his superiority over and over.
But after countless such days, he realizes it’s all going nowhere and he
tries to kill himself. He crashes a car, he electrocutes himself, he jumps
from a steeple, he walks in front of a truck. With no way out, it finally
dawns on him. He could be using this time to learn. He goes for piano
lessons. He reads voraciously. He learns ice sculpting. He finds out about
people who need help that day (a boy who falls from a tree, a man who
chokes on his steak) and starts to help them, and care about them. Pretty
soon the day is not long enough! Only when this change of mindset is
complete is he released from the spell.
Question: Are mindsets a permanent part of your makeup or can
you change them?
Mindsets are an important part of your personality, but you can change
them. Just by knowing about the two mindsets, you can start thinking and
reacting in new ways. People tell me they start to catch themselves when
they are in the throes of the fixed mindset—passing up a chance for
learning, feeling labeled by a failure, or getting discouraged when
something requires a lot of effort. And then they switch themselves into the
growth mindset—making sure they take the challenge, learn from the

failure, or continue their effort. When my graduate students and I first
discovered the mindsets, they would catch me in the fixed mindset, smile
kindly, and let me know it.
It’s also important to realize that even if people have a fixed mindset,
they’re not always in that mindset. In fact, in many of our studies, we put
people into a growth mindset. We tell them that an ability can be learned
and that the task will give them a chance to do that. Or we have them read a
scientific article that teaches them the growth mindset. The article describes
people who did not have natural ability, but who developed exceptional
skills. These experiences make our research participants into growthminded thinkers, at least for the moment—and they act like growth-minded
thinkers, too.
Later, there’s a chapter all about change. There I describe people who
have changed and programs we’ve developed to bring about change.
Question: Can I be half-and-half? I recognize both mindsets in
myself.
All of us have elements of both—we’re all a mixture of fixed and
growth mindsets. I’m talking about it as a simple either–or right now for the
sake of simplicity.
People can also have different mindsets in different areas. I might think
that my artistic skills are fixed but that my intelligence can be developed.
Or that my personality is fixed, but my creativity can be developed. We’ve
found that whatever mindset people have in a particular area will guide
them in that area.
Question: With all your belief in effort, are you saying that when
people fail, it’s always their fault—they didn’t try hard enough?
No! It’s true that effort is crucial—no one can succeed for long without
it—but it’s certainly not the only thing. People have different resources and
opportunities. For example, people with money (or rich parents) have a
safety net. They can take more risks and keep going longer until they
succeed. People with easy access to a good education, people with a
network of influential friends, people who know how to be in the right

place at the right time—all stand a better chance of having their effort pay
off. Rich, educated, connected effort works better.
People with fewer resources, in spite of their best efforts, can be
derailed so much more easily. The hometown plant you’ve worked in all of
your life suddenly shuts down. What now? Your child falls ill and plunges
you into debt. There goes the house. Your spouse runs off with the nest egg
and leaves you with the children and bills. Forget the night school classes.
Before we judge, let’s remember that effort isn’t quite everything and
that all effort is not created equal.
Question: You keep talking about how the growth mindset makes
people number one, the best, the most successful. Isn’t the growth
mindset about personal development, not besting others?
I use examples of people who made it to the top to show how far the
growth mindset can take you: Believing talents can be developed allows
people to fulfill their potential.
In addition, examples of laid-back people having a good time would not
be as convincing to people with a fixed mindset. It doesn’t provide a
compelling alternative for them because it makes it look like a choice
between fun and excellence.
However, this point is crucial: The growth mindset does allow people to
love what they’re doing—and to continue to love it in the face of
difficulties. The growth-minded athletes, CEOs, musicians, or scientists all
loved what they did, whereas many of the fixed-minded ones did not.
Many growth-minded people didn’t even plan to go to the top. They got
there as a result of doing what they love. It’s ironic: The top is where the
fixed-mindset people hunger to be, but it’s where many growth-minded
people arrive as a by-product of their enthusiasm for what they do.
This point is also crucial. In the fixed mindset, everything is about the
outcome. If you fail—or if you’re not the best—it’s all been wasted. The
growth mindset allows people to value what they’re doing regardless of the
outcome. They’re tackling problems, charting new courses, working on
important issues. Maybe they haven’t found the cure for cancer, but the
search was deeply meaningful.

A lawyer spent seven years fighting the biggest bank in his state on
behalf of people who felt they’d been cheated. After he lost, he said, “Who
am I to say that just because I spent seven years on something I am entitled
to success? Did I do it for the success, or did I do it because I thought the
effort itself was valid?
“I do not regret it. I had to do it. I would not do it differently.”
Question: I know a lot of workaholics on the fast track who seem to
have a fixed mindset. They’re always trying to prove how smart they
are, but they do work hard and they do take on challenges. How
does this fit with your idea that people with a fixed mindset go in for
low effort and easy tasks?
On the whole, people with a fixed mindset prefer effortless success,
since that’s the best way to prove their talent. But you’re right, there are
also plenty of high-powered people who think their traits are fixed and are
looking for constant validation. These may be people whose life goal is to
win a Nobel Prize or become the richest person on the planet—and they’re
willing to do what it takes. We’ll meet people like this in the chapter on
business and leadership.
These people may be free of the belief that high effort equals low
ability, but they have the other parts of the fixed mindset. They may
constantly put their talent on display. They may feel that their talent makes
them superior to other people. And they may be intolerant of mistakes,
criticism, or setbacks.
Incidentally, people with a growth mindset might also like a Nobel Prize
or a lot of money. But they are not seeking it as a validation of their worth
or as something that will make them better than others.
Question: What if I like my fixed mindset? If I know what my
abilities and talents are, I know where I stand, and I know what to
expect. Why should I give that up?
If you like it, by all means keep it. This book shows people they have a
choice by spelling out the two mindsets and the worlds they create. The
point is that people can choose which world they want to inhabit.

The fixed mindset creates the feeling that you can really know the
permanent truth about yourself. And this can be comforting: You don’t have
to try for such-and-such because you don’t have the talent. You will surely
succeed at thus-and-such because you do have the talent.
It’s just important to be aware of the drawbacks of this mindset. You
may be robbing yourself of an opportunity by underestimating your talent in
the first area. Or you may be undermining your chances of success in the
second area by assuming that your talent alone will take you there.
By the way, having a growth mindset doesn’t force you to pursue
something. It just tells you that you can develop your skills. It’s still up to
you whether you want to.
Question: Can everything about people be changed, and should
people try to change everything they can?
The growth mindset is the belief that abilities can be cultivated. But it
doesn’t tell you how much change is possible or how long change will take.
And it doesn’t mean that everything, like preferences or values, can be
changed.
I was once in a taxi, and the driver had an opera on the radio. Thinking
to start a conversation, I said, “Do you like opera?” “No,” he replied, “I
hate it. I’ve always hated it.” “I don’t mean to pry,” I said, “but why are you
listening to it?” He then told me how his father had been an opera buff,
listening to his vintage records at every opportunity. My cabdriver, now
well into middle age, had tried for many years to cultivate a rapturous
response to opera. He played the disks, he read the scores—all to no avail.
“Give yourself a break,” I advised him. “There are plenty of cultured and
intelligent people who can’t stand opera. Why don’t you just consider
yourself one of them?”
The growth mindset also doesn’t