Mindsets: A View From Two Eras

By Carol S. Dweck, D. Yeager. Perspectives on Psychological Science, 2019

1,062 citations recorded by the source corpus.

A growth mindset is the belief that human capacities are not fixed but can be developed over time, and mindset research examines the power of such beliefs to influence human behavior. This article offers two personal perspectives on mindset research across two eras. Given recent changes in the field, the authors represent different generations of researchers, each focusing on different issues and challenges, but both committed to “era-bridging” research. The first author traces mindset research from its systematic examination of how mindsets affect challenge seeking and resilience, through the ways in which mindsets influence the formation of judgments and stereotypes. The second author then describes how mindset research entered the era of field experiments and replication science, and how researchers worked to create reliable interventions to address underachievement—including a national experiment in the United States. The authors conclude that there is much more to learn but that the studies to date illustrate how an era-bridging program of research can continue to be generative and relevant to new generations of scholars.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6f98540a861a20e4ff2058e35d59d0182fd5f371

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

What Can Be Learned from Growth Mindset Controversies? (2020, background): “Mindset theory (Dweck, 1999; Dweck & Leggett, 1988; see Dweck & Yeager, 2019) grows out of two traditions of motivational research: attribution theory and achievement goal theory.”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “Growth mindset interventions are based on the idea that reframing beliefs about intellectual abilities from fixed (“fixed mindset”) to malleable (“growth mindset”) has positive consequences for motivation, persistence, and attainment (Dweck & Yeager, 2019; Mueller & Dweck, 1998).”
Teacher mindset is associated with development of students' growth mindset (2021, background): “…O'Boyle, VanEpps, Pollack, & Finkel, 2013; Li & Bates, 2019), with boundary conditions also being identified (e.g., Sisk et al., 2018; see also Dweck & Yeager, 2019), implicit theories of intelligence present a useful framework for understanding intra-individual psychological processes…”