Summary Of Mindset By Carol Dweck

Summary of Mindset by Carol Dweck

Carol Dweck, a Stanford University psychologist, wrote this book. Her decades of research into achievement and success lead her to the conclusion that our thinking is the foundation of achievement, as great parents, teachers, CEOs, and athletes already know. This book is a very influential self-help book just like The Secret, 12 Rules For Life, and The Alchemist. In this post, we will tell you the summary of Mindset by Carol Dweck.

Summary of Mindset by Carol Dweck

Lesson 1: The two mindsets

Fixed mindset people believe intelligence cannot be changed. This leads to a desire to look smart in order to avoid obstacles. They don’t want to make a terrible impression if they fail, thus they resist challenges. They also easily become defensive or give up. They believe that people are only great at things because they were born with special talents and that effort is futile. They dismiss constructive criticism when confronted with it. Finally, they are concerned about others’ success. People with a fixed perspective do far less than they could.

People with a growth mindset, on the other hand, feel that intelligence can be improved. This develops an interest in learning. As a result, rather than avoiding challenges, they welcome them. They persevere in the face of adversity and regard work as a means of achieving mastery. They welcome constructive feedback and capitalize on it. Finally, they are motivated by and learn from others’ achievements. As a result, they are able to reach their full potential.

Lesson 2: Mindset in sports

Michael Jordan wasn’t a natural athlete. He was one of the most dedicated athletes ever. His high school varsity squad and the first two NBA teams that could have picked him both turned him down. He was heartbroken, but his mother advised him to work hard and discipline himself, which he did. He used to get up at 6:00 a.m. to practice before going to school. But what about folks who appeared to be completely natural? Yes! These individuals do exist. However, Carroll claims that with all the acclaim for their abilities and the minimal effort required, individuals might quickly adopt a stuck mindset. They may not learn how to persevere in the face of adversity.

A growth mindset is what permits athletes to continue their achievements in the long term. Carol discovered that athletes with a growth mentality were more successful at performing their best, learning, and growing. Setbacks motivated them to take control of the mechanisms that lead to success.

Lesson 3: Mindset in business

Jim Collins and his team performed a five-year study to determine how businesses progress from good to exceptional. They discovered that great organizations had CEOs who had a growth mindset. IBM was in difficulties in the late 1980s. People in their culture were constantly striving to outperform one another. They had a haughty culture that impeded learning and growth by defending personal status. They asked Lou Gerstner to turn things around in 1993. Lou encouraged teamwork and got rid of the uptight atmosphere by adopting a growth attitude. IBM’s stock value soared by 800 percent over the next nine years.

Carol argues that successful businesses need to train leaders, managers, and employees to have a growth mindset. This can be done by:

  • Cultivating a growth mindset environment involves presenting skills as learnable.
  • Conveying that the organization values learning and perseverance, not innate talent.
  • Giving feedback that promotes learning and future success.
  • And presenting managers as resources for learning.

Lesson 4: Mindset in relationships

In a relationship, there are two prevalent approaches to dealing with sorrow and heartbreak. The first is to demonize oneself and seek revenge. This is how people with a fixed mindset deal with it. They have been scarred by these events and are unable to build fresh relationships in the future.

People with a growth mindset, on the other hand, focus on understanding, forgiveness, and moving forward. Despite the fact that these unpleasant events have left them terribly hurt, they wish to learn from them. It’s possible to believe that your traits, your partner’s qualities, and the partnership’s attributes are all fixed in a relationship. However, the growth mindset asserts that these three qualities may be developed.

Two fixed ways of thinking about a relationship are:

  1. It wasn’t meant to be if you had to strive for it. The truth is that all relationships take time and effort, and you can’t expect your spouse to understand your needs unless you communicate them clearly. The romanticized notion of a perfect situation and a problem-free relationship that just works is unattainable.

  2. The second way of thinking about a relationship is that problems indicate character flaws. People frequently mix up their relationship issues with their partner and blame it on a character fault. They believe their partner is simply upset, while the issue is actually the situation, not the person. Instead of criticizing Julie for always being angry when Jim gets home from work, he may examine the problem and try to understand why she is always upset by interacting with her. A solution can be found by doing so.

Finally, your partner’s abilities, views, and values may differ from yours. A growth-oriented relationship is one in which you assist your spouse in achieving their own goals and realizing their full potential.

Lesson 5: Mindset in parenting and teaching

Children’s self-perception is significantly influenced by the messages they receive from their parents and instructors. This has a direct impact on their development and learning. Ask yourself: “Am I sending them the fixed mentality message that they have permanent traits and I’m judging them, or am I communicating a growth mindset message that you are a developing person and I’m interested in your development?” in every interaction you have with a child.

Another important lesson is to not praise the intelligence of children. You’re really brilliant if you say you learn that rapidly. Children believe that if I don’t understand anything quickly, I’m not smart, or that if you say you’re so smart, you got an A without even studying, you’re lying. Children actually hear me say that if I don’t stop studying, they won’t think I’m bright. This is not to say that you should not praise your children; rather, laud their effort and decisions rather than their brains and talent. “You truly studied for your tests and your improvement has been chosen,” you may add. “You read the subject multiple times and tested yourself on it.” It was quite effective.’

Consider this real-life scenario. Nine-year-old Elizabeth loved gymnastics and was determined to win the local gymnastics competition. She did very well but not enough to win. She was devastated. If you were her parents what would you tell Elizabeth? A: You thought she was the best. B: Tell her she was robbed of a ribbon that was rightfully hers. C: Reassure her that gymnastics is not important. D: Tell her she has the ability and will definitely win next time or E: Tell her she didn’t deserve to win.

Now let’s run through each answer.

  • A is insincere and doesn’t offer her a way to improve.
  • B places blame on the judges when the problem was her performance. Do you want Elizabeth to grow up to blame others for her deficiencies?
  • C is a fixed mindset response that teaches her to devalue something if she doesn’t do well right away.
  • D does the ability automatically take you where you want to go. If Elizabeth didn’t win this one, why should she win the next one?
  • E It seems harsh and obviously, you’d say it more nicely. But this is necessary to help Elizabeth cultivate a growth mindset that will bring her success in the future.

I know how you feel. It’s terribly disheartening to have your expectations up and play your best but not win,’ her growth-minded father said Elizabeth. But you’re well aware that you haven’t truly earned it. There were numerous females who had been doing gymnastics for longer and had worked far harder than you. If you really want something, you’ll have to put in a lot of effort to get it.’ Elizabeth took this advice to heart and worked harder on her routines. She won the next competition and was named overall champion.

Final lesson: How to change your mindset

The first option is to take advantage of Carole’s resources. One is a brain ology computer program that uses classroom activities and online education to assist students build a growth mindset. A live workshop, webinars, keynote lectures, and other resources are also available. Knowing about the growth mindset is the second way to modify your thinking. Consider the impact we could have if you shared this article with someone you know. Your friends, family, partner, students, or workplace could all be involved.

If you like this summary of Mindset by Carol Dweck, you will surely like my summary on How to Win Friends and Influence People by Dale Carnegie.


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