Mindset: The New Psychology of Success

This chapter is about the real ingredients in achievement. It’s about why some people achieve less than expected and we people achieve more.

MINDSET AND SCHOOL ACHIEVEMENT

Let’s step down from the celestial realm of Mozart and Darwin and come back to earth to see how mindsets create achievement in real life. It’s funny, but seeing one student blossom under the growth mindset has a greater impact on me than all the stories about Mozarts and Darwins. Maybe because it’s more about you and me—about what’s happened to us and why we are where we are now. And about children and their potential.

Back on earth, we measured students’ mindsets as they made the transition to junior high school: Did they believe their intelligence was a fixed trait or something they could develop? Then we followed them for the next two years.

The transition to junior high is a time of great challenge for many students. The work gets much harder, the grading policies toughen up, the teaching becomes less personalized. And all this happens while students are coping with their new adolescent bodies and roles. Grades suffer, but not everyone’s grades suffer equally.

No. In our study, only the students with the fixed mindset showed the decline. They showed an immediate drop-off in grades, and slowly but surely did worse and worse over the two years. The students with the growth mindset showed an increase

in their grades over the two years.

When the two groups had entered junior high, their past records were indistinguishable. In the more benign environment of grade school, they’d earned the same grades and achievement test scores. Only when they hit the challenge of junior high did they begin to pull apart.

Here’s how students with the fixed mindset explained their poor grades. Many maligned their abilities: “I am the stupidest” or “I suck in math.” And many covered these feelings by blaming someone else: “[The math teacher] is a fat male slut … and [the English teacher] is a slob with a pink ass.” “Because the teacher is on crack.” These interesting analyses of the problem hardly provide a road map to future success.

With the threat of failure looming, students with the growth mindset instead mobilized their resources for learning. They told us that they, too, sometimes felt overwhelmed, but their response was to dig in and do what it takes. They were like George Danzig. Who?

George Danzig was a graduate student in math at Berkeley. One day, as usual, he rushed in late to his math class and quickly copied the two homework problems from the blackboard. When he later went to do them, he found them very difficult, and it took him several days of hard work to crack them open and solve them. They turned out not to be homework problems at all. They were two famous math problems that had never been solved.

The Low-Effort Syndrome

Our students with the fixed mindset who were facing the hard transition saw it as a threat. It threatened to unmask their flaws and turn them from winners into losers. In fact, in the fixed mindset, adolescence is one big test. Am I smart or dumb? Am I good-looking or ugly? Am I cool or nerdy? Am I a winner or a loser?

And in the fixed mindset, a loser is forever.

It’s no wonder that many adolescents mobilize their resources, not for learning, but to protect their egos. And one of the main ways they do this (aside from providing vivid portraits of their teachers) is by not trying. This is when some of the brightest students, just like Nadja Salerno-Sonnenberg, simply stop working. In fact, students with the fixed mindset tell us that their main goal in school—aside from looking smart—is to exert as little effort as possible. They heartily agree with statements like this:

“In school my main goal is to do things as easily as possible so I don’t have to work very hard.”

This low-effort syndrome is often seen as a way that adolescents assert their independence from adults, but it is also a way that students with the fixed mindset protect themselves. They view the adults as saying, “Now we will measure you and see what you’ve got.” And they are answering, “No you won’t.”

John Holt, the great educator, says that these are the games all human beings play when others are sitting in judgment of them. “The worst student we had, the worst I have ever encountered, was in his life outside the classroom as mature, intelligent, and interesting a person as anyone at the school. What went wrong? … Somewhere along the line, his intelligence became disconnected from his schooling.”

For students with the growth mindset, it doesn’t make sense to stop trying. For them, adolescence is a time of opportunity: a time to learn new subjects, a time to find out what they like and what they want to become in the future.