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I had the great good fortune of getting my Ph.D. in the very first year that universities were acti
I had the great good fortune of getting my Ph.D. in the very first year that universities were acti
I had the great good fortune of getting my Ph.D. in the very first year that universities were acti
I had the great good fortune of getting my Ph.D. in the very first year that universities were acti
I had the great good fortune of getting my Ph.D. in the very first year that universities were acti
I had the great good fortune of getting my Ph.D. in the very first year that universities were acti
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Carol S. Dweck:
We say women have made great strides: in biology, in many areas of chemistry, in many places, womenCarol S. Dweck:
Some students start thinking of their intelligence as something fixed, as carved in stone. They worCarol S. Dweck:
What we found was that the greater proportion of process praise, the more likely the child was to hCarol S. Dweck:
Our message to parents is to focus on the process the child engages in, such as trying hard or focuCarol S. Dweck:
Chinese culture is already telling children to work hard. That's not growth mindset because they'reCarol S. Dweck:
The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learCarol S. Dweck:
I was very invested in being smart and thought to be smart was more important than accomplishing anCarol S. Dweck:
We found that process praise predicted the child's mindset and desire for challenge five years lateCarol S. Dweck:
When we praise children for their intelligence, we tell them that this is the name of the game: LooMichael Porter:
Sound strategy starts with having the right goal.