Dr. Carol Dweck is one of the world’s leading researchers in the field of motivation and is a professor of psychology at Stanford University. Her research has focused on why people succeed and how to foster success. More specifically, her work has demonstrated the role of mindsets in students’ motivation and has illuminated how praise for intelligence can undermine motivation and learning.

She has held professorships at Columbia and Harvard Universities, has lectured all over the world, and has been elected to 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 Federation. Her work has been featured in such publications as Scientific American, The New Yorker, Time, Education World, Education Week, The New York Times, The Washington Post, The Wall Street Journal and The Boston Globe, and she has appeared on NPR, Today and 20/20.

Selected Books

  • Dweck, C.S. (2006). Mindset. New York: Random HouseElliot, A., & Dweck, C.S. (Eds.) (2005).
  • The handbook of competence and motivation. New York: Guilford. Dweck, C.S. (2000).
  • Self-theories: Their Role in Motivation, Personality, and Development. Philadelphia: Taylor and Francis/Psychology Press.)

Selected Empirical Papers

  • Grant, H. & Dweck, C.S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.
  • Olson, K., Banaji, M., Dweck, C.S., & Spelke, E. (2006). Children’s biased evaluations of lucky vs, unlucky people and their social groups. Psychological Science, 17, 845.
  • Plaks, J.E, Grant, H., & Dweck, C.S. (2005). Violations of implicit theories and the sense of prediction and control: Implications for motivated person perception. Journal of Personality and Social Psychology, 88, 245-262.Molden, D.C., Plaks, J.E., & Dweck, C.S. (2006). “Meaningful” social inferences: Effects of implicit theories on inferential processes. Journal of Experimental Social Psychology, 42, 738-752.
  • Mangels, J. A., Butterfield, B., Lamb, J., Good, C.D., & Dweck, C.S. (2006). Why do beliefs about intelligence influence learning success? A social-cognitive-neuroscience model. Social, Cognitive, and Affective Neuroscience, 1, 75-86.Kammrath, L., & Dweck, C.S. (2006). Voicing conflict: Preferred conflict strategies among incremental and entity theorists. Personality and Social Psychology Bulletin, 32, 1497-1508.
  • Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78, 246-263.
  • Johnson, S., Dweck, C.S., & Chen, F. (2007. in press). Evidence for infants’ internal working models of attachment. Psychological Science (June issue).

Selected Theoretical Articles

  • Dweck, C.S., & London, B.E. (2004). The role of mental representation in social development. Merrill-Palmer Quarterly (50th Anniversary Issue), 50, 428-444.
  • Dweck, C.S. (2006). Is math a gift? Beliefs that put females at risk. In S.J. Ceci and W. Williams (Eds.) Are sex differences in cognition responsible for the underrepresentation of women in scientific careers? Washington, DC: American Psychological Association.
  • Dweck, C.S., & Ehrlinger, J. (2006). Self-theories and conflict resolution. In M. Deutsch & P. Coleman (Eds.), Handbook of conflict resolution: Theory and practice.  San Francisco: Jossey Bass.
  • Molden, D.C., & Dweck, C.S. (2006). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61, 192-203.
  • Dweck, C.S., & Molden, D. C. (in press). Self-theories: The construction of free will. In J. Baer, J.C. Kaufman, & R.F. Baumeister (Eds.), Psychology and free will. New York: Oxford University Press.

Awards

  • 2009 Ann L. Brown Award for Excellence in Developmental Research, University of Illinois
  • 2010 Leadership Award, Klingenstein Center , Teachers College, Columbia University
  • 2010 E. L. Thorndike Career Achievement Award in Educational Psychology, American Psychological Association
  • Invited Speaker, Presidential Symposium, Society for the Study of Motivation, May, 2009
  • American Academy of Arts & Sciences Selection Committee
  • Keynote Address, Scottish Learning Festival, Glasgow, Scotland, September, 2009
  • Lanier University Lecture, University of Illinois at Urbana Champaign, October, 2009
  • Invited Address, School of Psychology of the Pontificia Universidad Catolica de Chile, November, 2009
  • Klingenstein Award Address, National Association of Independent Schools, San Francisco, February, 2010
  • Distinguished University Lecturer, University of Hong Kong, March, 2010
  • Invited Addresses, University of Herzeliya, Herzeliya, Israel, April 2010
  • Annual Greenwald Distinguished Speaker in Social Psychology, Ohio State University, May 2010
  • Keynote Address, Annual Head Start Conference, Washington, DC, June, 2010
  • Keynote Address, International Society for Gifted Education, Paris, July 2010
  • E. L. Thorndike Career Achievement Award Address, American Psychological Association, San Diego, August, 2010