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06 May 12
R GrassbergerThe Effort Effect
According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble. -
08 Apr 12
Elizabeth Zodda"The Effort Effect" | great overview of the history & import of Dweck's research on growth mindset | @StanfordMag: http://t.co/aKIWTZZ6
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British soccer culture held that star players are born, not made.
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If you buy into that view, and are told you’ve got immense talent, what’s the point of practice?
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equally talented
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The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.
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Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in performance.
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people’s beliefs about why they had failed
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Those who thought they simply hadn’t tried hard enough, on the other hand, would be fueled by setbacks.
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23 Jun 11
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If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything, training hard would tell you and others that you’re merely good, not great.
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xavierrosellEl efecto del esfuerzo [en]: http://bit.ly/hF9dso El fracaso ocaional es mejor a la larga para el éxito final
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30 Mar 11
Michele Day"One day last November, psychology professor Carol
Dweck welcomed a pair of visitors from the Blackburn Rovers, a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top three, yet performance director Tony Faulkner had long suspected that many promising players weren’t reaching their potential. Ignoring the
team’s century-old motto—arte et labore, or “skill and hard work”—the
most talented individuals disdained serious training." -
24 Nov 10
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Faculty Center for Teaching and Learning Ferris State University"The Effort Effect," published in March/April 2007; it's about Carol Dweck and her research
mind-set_research mindset psychology research learning effort_effect Dweck
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Common sense suggests that ability inspires self-confidence. And it does for a while—so long as the going is easy. But setbacks change everything
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Students for whom performance is paramount want to look smart even if it means not learning a thing in the process. For them, each task is a challenge to their self-image, and each setback becomes a personal threat. So they pursue only activities at which they’re sure to shine—and avoid the sorts of experiences necessary to grow and flourish in any endeavor. Students with learning goals, on the other hand, take necessary risks and don’t worry about failure because each mistake becomes a chance to learn
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Dweck’s study showed that praising children for intelligence, rather than for effort, sapped their motivation (see sidebar). But more disturbingly, 40 percent of those whose intelligence was praised overstated their scores to peers. “We took ordinary children and made them into liars,” Dweck says. Similarly, Enron executives who’d been celebrated for their innate talent would sooner lie than fess up to problems and work to fix them
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These days, Dweck is applying her model to kids’ moral development. Young children may not always have beliefs about ability, but they do have ideas about goodness. Many kids believe they’re invariably good or bad; other kids think they can get better at being good. Dweck has already found that preschoolers with this growth mind-set feel okay about themselves after they’ve messed up and are less judgmental of others; they’re also more likely than kids with a fixed view of goodness to try to set things right and to learn from their mistakes. They understand that spilling juice or throwing toys, for example, doesn’t damn a kid as bad, so long as the child cleans up and resolves to do better next time. Now Dweck and graduate student Allison Master are running experiments at Bing Nursery School to see if teaching kids the growth mind-set improves their coping skills. They’ve designed a storybook with the message that preschoolers can go from “bad” one year to better the next. Can hearing such stories help a 4-year-old handle a sandbox setback?
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What makes a really capable child give up in the face of failure, where other children may be motivated by the failure?’
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Stephen Bird"ONE DAY LAST NOVEMBER, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers, a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top three, yet performance director T
Parenting Effort ChildEmotionalDevelopment PersonalDevelopment Learning
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24 May 10
Carla CasilliThe Effort Effect
According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.brain business creativity development education intelligence learning motivation life productivity psychology research science Stanford success tips students CarolDweck communication praise emotions Delicious
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On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything, training hard would tell you and others that you’re merely good, not great. Faulkner had identified the problem; but to fix it, he needed Dweck’s help.
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Mindset: The New Psychology of Success—bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.
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‘What makes a really capable child give up in the face of failure, where other children may be motivated by the failure?’” she recalls.
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People who attributed their failures to lack of ability, Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply hadn’t tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD dissertation.
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As a graduate student at Yale, Dweck started off studying animal motivation. In the late 1960s, a hot topic in animal research was “learned helplessness”: lab animals sometimes didn’t do what they were capable of because they’d given up from repeat failures. Dweck wondered how humans coped with that. “I asked, ‘What makes a really capable child give up in the face of failure, where other children may be motivated by the failure?’” she recalls.
At the time, the suggested cure for learned helplessness was a long string of successes. Dweck posited that the difference between the helpless response and its opposite—the determination to master new things and surmount challenges—lay in people’s beliefs about why they had failed. People who attributed their failures to lack of ability, Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply hadn’t tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD dissertation.
Students for whom performance is paramount want to look smart even if it means not learning a thing in the process. Dweck and her assistants ran an experiment on elementary school children whom school personnel had identified as helpless. These kids fit the definition perfectly: if they came across a few math problems they couldn’t solve, for example, they no longer could do problems they had solved before—and some didn’t recover that ability for days.
Through a series of exercises, the experimenters trained half the students to chalk up their errors to insufficient effort, and encouraged them to keep going. Those children learned to persist in the face of failure—and to succeed. The control group showed no improvement at all, continuing to fall apart quickly and to recover slowly. These findings, says Dweck, “really supported the idea that the attributions were a key ingredient driving the helpless and mastery-oriented patterns.” Her 1975 article on the topic has become one of the most widely cited in contemporary psychology.
Attribution theory, concerned with people’s judgments about the causes of events and behavior, already was an active area of psychological research. But the focus at the time was on how we make attributions, explains Stanford psychology professor Lee Ross, who coined the term “fundamental attribution error” for our tendency to explain other people’s actions by their character traits, overlooking the power of circumstances. Dweck, he says, helped “shift the emphasis from attributional errors and biases to the consequences of attributions—why it matters what attributions people make.” Dweck had put attribution theory to practical use.
She continued to do so as an assistant professor at the University of Illinois, collaborating with then-graduate student Carol Diener to have children “think out loud” as they faced problem-solving tasks, some too difficult for them. The big surprise: some of the children who put forth lots of effort didn’t make attributions at all. These children didn’t think they were failing. Diener puts it this way: “Failure is information—we label it failure, but it’s more like, ‘This didn’t work, I’m a problem solver, and I’ll try something else.’” During one unforgettable moment, one boy—something of a poster child for the mastery-oriented type—faced his first stumper by pulling up his chair, rubbing his hands together, smacking his lips and announcing, “I love a challenge.”
Such zest for challenge helped explain why other capable students thought they lacked ability just because they’d hit a setback. Common sense suggests that ability inspires self-confidence. And it does for a while—so long as the going is easy. But setbacks change everything. Dweck realized—and, with colleague Elaine Elliott soon demonstrated—that the difference lay in the kids’ goals. “The mastery-oriented children are really hell-bent on learning something,” Dweck says, and “learning goals” inspire a different chain of thoughts and behaviors than “performance goals.”
Students for whom performance is paramount want to look smart even if it means not learning a thing in the process. For them, each task is a challenge to their self-image, and each setback becomes a personal threat. So they pursue only activities at which they’re sure to shine—and avoid the sorts of experiences necessary to grow and flourish in any endeavor. Students with learning goals, on the other hand, take necessary risks and don’t worry about failure because each mistake becomes a chance to learn. Dweck’s insight launched a new field of educational psychology—achievement goal theory.
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07 Mar 09
Adam CroweCarol Dweck's 'Growth Mindset': 'Common sense suggests that ability inspires self-confidence. And it does for a while—so long as the going is easy. But setbacks change everything. Dweck realized—and, with colleague Elaine Elliott soon demonstrated—that th
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Todd Stanislav"The Effort Effect," published in March/April 2007; it's about Carol Dweck and her research
mind-set_research Dweck mindset psychology research learning effort_effect
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03 Feb 09
Nancy E.Carol Dweck - psychology, achievement goal theory, incremental theory (growth mind set)
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04 Jan 09
Alice BarrThe Effort Effect
According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
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Tim HahnAccording to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
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12 Dec 08
edtechtalkLearning to fail is a challenge because of the inherent need to look like we have it all figured out. Unfortunately, most schools reinforce and reward this facade rather than rewarding failure and reflection and retrying.
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Jennifer MaddrellLearning to fail is a challenge because of the inherent need to look like we have it all figured out. Unfortunately, most schools reinforce and reward this facade rather than rewarding failure and reflection and retrying.
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11 Dec 08
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People with performance goals, she reasoned, think intelligence is fixed from birth. People with learning goals have a growth mind-set about intelligence, believing it can be developed. (Among themselves, psychologists call the growth mind-set an “incremental theory,” and use the term “entity theory” for the fixed mind-set.) The model was nearly complete (see diagram).
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Mathieu PlourdeAccording to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
psychology motivation education productivity learning article research Stanford University WFI09
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Will RichardsonStudents for whom performance is paramount want to look smart even if it means not learning a thing in the process. For them, each task is a challenge to their self-image, and each setback becomes a personal threat. So they pursue only activities at which
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Keith MacDonaldArticle on Dweck - the psychologist who works on the idea of the growth mind-set. Failure is an opportunity to learn for those with a growth mind set. The opposite is the innate talent mind set. Failure defeats these people.
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bartbAccording to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
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jasonfbennettchildren may not always have beliefs about ability, but they do have ideas about goodness. Many kids believe they’re invariably good or bad; other kids think they can get better at being good. Dweck has already found that preschoolers with this growth m
education creativity lifehacks productivity learning for:lilybenne parenting
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diigodeli dunbarStudents for whom performance is paramount want to look smart even if it means not learning a thing in the process. For them, each task is a challenge to their self-image, and each setback becomes a personal threat. So they pursue only activities at which
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m rin India, where she was educated, there was no notion that you had to be a genius or even particularly smart to learn physics. “The assumption was that everyone could do it, and, for the most part, they did.”
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Stephen Bleakleyhe experimenters trained half the students to chalk up their errors to insufficient effort, and encouraged them to keep going. Those children learned to persist in the face of failure—and to succeed. The control group showed no improvement at all, conti
advice article blog articles career challenge competition creativity education Entrepreneur future gtd howto ideas identity imported leadership learn learning lifehack lifehacks parenting performance personal Productivity psychology Research social succes
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Chris JohnstonGreat article on why some people persist in the face of failure and others give up.
psychology education productivity useful visualization work lifehacks learning success mindset motivation for:hmundell for:linuxchic
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electrastephAccording to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
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ken .Nice history of Carol Dweck's work, motivation, learned helplessness, mastery v performance goals, persistence in the face of "failure", fixed or growth outlook on intelligence (in both pupil/teacher), attribution theory, Bandura, ineffective tests
change coaching development education emotion failure growth intelligence motivation psychology
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Patrick ScheuererAccording to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
psychology motivation productivity mindset creativity career success learning
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People who attributed their failures to lack of ability, Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply hadn’t tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD dissertation.
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soccer player who scores effortlessly probably is more talented than someone who’s always practicing. “The fallacy comes when people generalize it to the belief that effort on any task, even very hard ones, implies low ability,
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Students with learning goals, on the other hand, take necessary risks and don’t worry about failure because each mistake becomes a chance to learn.
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For them, each task is a challenge to their self-image, and each setback becomes a personal threat. So they pursue only activities at which they’re sure to shine—and avoid the sorts of experiences necessary to grow and flourish in any endeavor.
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if they came across a few math problems they couldn’t solve, for example, they no longer could do problems they had solved before—and some didn’t recover that ability for days.
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Students for whom performance is paramount want to look smart even if it means not learning a thing in the process.
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