Carol Dweck

Lewis and Virginia Eaton Professor and Professor, by courtesy, of Education

Could work bridges psychology that is developmental social therapy, and character therapy, and examines the self-conceptions individuals used to design the self and guide their behavior. My research talks about the origins among these self-conceptions, their part in inspiration and self-regulation, and their effect on success and processes that are interpersonal.

Academic Appointments

  • Developmental PsychologyPSYCH 211 (Profit)
  • Self TheoriesPSYCH 12N (Aut)
  • What exactly is a Mindset and exactly how Does it Work? PSYCH 277 (Spr)
  • Separate Studies (4)
    • Graduate ResearchPSYCH 275 (Aut, Profit, Spr, Sum)
    • Practicum in TeachingPSYCH 281 (Aut, Profit, Spr)
    • Reading and Unique WorkPSYCH 194 (Aut, Profit, Spr, Sum)
    • Unique Laboratory ProjectsPSYCH 195 (Aut, Profit, Spr, Sum)
  • Prior Year Courses

    2018-19 Courses

    • Developmental PsychologyPSYCH 211 (Profit)
    • Inspiration and EmotionPSYCH 235 (Spr)
    • Self TheoriesPSYCH 12N (Aut)

    2017-18 Courses

    • Developmental PsychologyPSYCH 211 (Profit)
    • Self TheoriesPSYCH 12N (Aut)

    2016-17 Courses

    • Developmental PsychologyPSYCH 211 (Profit)
    • Self TheoriesPSYCH 12N (Aut)
    • The Self: Representations and InterventionsPSYCH 270 (Spr)

    Stanford Advisees

    • Doctoral Dissertation Reader (AC) Mika Asaba, Michael Hahn, Kari Leibowitz, Daniel O’Leary, Jesse Reynolds, Eric Smith, Sean Zion
    • Postdoctoral Faculty Sponsor Arber Tasimi
    • Doctoral Dissertation Advisor (AC) Cai Guo
    • Doctoral Dissertation Co-Advisor (AC) Kayla Good

    All Publications

    • Development mind-set tempers the effects of poverty on educational success. Procedures regarding the nationwide Academy of Sciences associated with the united states Claro, S., Paunesku, D., Dweck, C. S. 2016; 113 (31): 8664-8668


    Two mostly split systems of empirical research have actually shown that educational accomplishment is impacted by structural facets, such as for instance socioeconomic back ground, and emotional facets, such as for example pupils’ opinions about their abilities. In this research, we work with a nationwide test of senior high school pupils from Chile to research exactly exactly just how these facets communicate for a level that is systemic. Confirming previous research, we discover that family members earnings is a very good predictor of success. Expanding research that is prior we discover that a rise mind-set (the fact that cleverness just isn’t fixed and will be developed) is really a comparably strong predictor of accomplishment and therefore it exhibits an optimistic relationship with accomplishment across every one of the socioeconomic strata in the united kingdom. Furthermore, we realize that pupils from lower-income families had been less inclined to hold an improvement mind-set than their wealthier peers, but those that did hold an improvement mind-set had been appreciably buffered up against the deleterious results of poverty on accomplishment: pupils when you look at the cheapest tenth percentile of household earnings whom exhibited an improvement mind-set revealed scholastic performance since high as compared to fixed mind-set pupils from the 80th earnings percentile. These outcomes declare that students’ mindsets may temper or exacerbate the consequences of financial drawback for a level that is systemic.


    Past experiments have indicated that university students benefit if they recognize that challenges when you look at the change to university are typical and improvable and, hence, that early struggles will not need to portend a lack that is permanent of or prospective. Could this kind of approach-called a lay concept intervention-be effective before university matriculation? Could this plan reduce a percentage of racial, cultural, and socioeconomic success gaps for whole institutions? Three double-blind experiments tested this possibility. Ninety per cent of first-year students from three organizations had been arbitrarily assigned to accomplish single-session, on the web lay concept or control materials before matriculation (letter 9,500). The lay theory interventions raised first-year full-time university enrollment among pupils from socially and economically disadvantaged backgrounds leaving a high-performing charter twelfth grade community or entering a general general public flagship college (experiments 1 and 2) and, at a selective personal college, raised disadvantaged students’ cumulative first-year grade point average (experiment 3). These gains match 31-40% reductions associated with the natural (unadjusted) institutional success gaps between pupils from disadvantaged and nondisadvantaged backgrounds at those organizations. Further, follow-up studies claim that the interventions enhanced disadvantaged pupils’ general university experiences, advertising usage of student help solutions additionally the growth of friendship networks and mentor relationships. This research consequently offers a foundation for further tests associated with generalizability of preparatory lay theories interventions as well as their prospective to cut back social inequality and enhance other major life transitions.