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Mindset by Carol Dweck SummaryJanuary 2012

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For twenty years, my research has shown that the view you adopt of yourself profoundlyaffects the way you lead your life. Carol Dweck 1

That is the central messa e in Carol Dweck!s "ook, Mindset: The New Psychology of Success #

Dweck an$ her collea ues! research has foun$ a %ery sim&le "elief a"out oursel%es that ui$esan$ &ermeates nearly every &art of our li%es#
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*ou $on!t ha%e to "e of one min$set or the other to et u&set# But those with the rowthmin$set $on!t la"el themsel%es an$ throw u& their han$s in $efeat# They confront challen esan$ eep wor ing # The rowth min$set ena"les the con%ertin of life!s set"acks into futuresuccesses# The fi(e$ min$set, howe%er, often results in little or no effort5 Dweck mentions themany times she is outri ht startle$ "y how much the &eo&le with a fi(e$ min$set $o not

"elie%e in effort#

*ou may "e thinkin this whole i$ea of a min$set seems a little sim&listic# Surely we!re morecom&licate$ than that) Surely such a sim&le "elief can!t ha%e that much im&act on our li%es)

Small 'elief( 'i# )nfluence

!ow can one "elief lead to all this # the love of challenge, "elief in effort, resilience in the face of set"ac s, and greater $more creative%& success' 6

(Smart people succeed,) says the fi(e$ min$set# Therefore, if you succee$, you!re a smart &erson# Therefore, &ick the easier &ro"lem so success is more likely, an$ you %ali$ate yoursmartness# 7ick a har$ &ro"lem an$ you may fail, re%ealin your stu&i$ity#

(People can get smarter,) says the rowth min$set, and do so "y stretching themselves andta ing on challenges. 4 Therefore, &ick the har$ &ro"lem who cares if you fail8

*our min$set is the view you adopt of yourself # These mentalities can "e seen as early as fouryears ol$# 'n one of Dweck!s stu$ies9

e offere$ four-year-ol$s a choice9 They coul$ re$o an easy 3i saw &u::le or they coul$ try a

har$er one# ;%en at this ten$er a e, chil$ren with the fi(e$ min$set the ones who "elie%e$ infi(e$ traits stuck with the safe one#


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rowth min$set $oesn!t mean you ha%e to "e workin har$ all the time# 't 3ust means you can$e%elo& whate%er skills you want to &ut the time an$ effort into#

The followin ima e, create$ "y Ni el olmes, an$ foun$ near the en$ of the "ook, is a reatsummary of the key i$eas in Mindset , an$ how it affects your life# @ y one nit&ick is the use

of $eterministic4 in the final fi(e$-min$set sentence, which '!$ say is incorrect5 re&lace itwith unchan ea"le4 an$ '!$ "e ha&&y#A 't shows the $ifference "etween the two min$sets, an$why the rowth min$set is "etter# emem"er that all of these "eha%iors stem from the %erysim&le "eliefs you ha%e a"out your own a"ilities to chan e an$ im&ro%e#


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Bein aware of your own min$set will "e key to chan in it, as we!ll see in a future &ost#

or now, think a"out which si$e of this ima e "etter re&resents your "eliefs a"out intelli ence,an$ your resultin "eha%ior# ow a"out for creati%ity, or technical skills, or s&eakin a"ilities,

or school skills, or social skills, or any other life skill an$ a"ility)


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*hat+s comin# u% next,

here our min$sets come from#

;%i$ence that our min$sets can chan e#

ow to chan e our min$set# @;$it9 ' $ou"t '!ll et aroun$ to writin this any timesoon, so here is a rele%ant &ost "y alcolm /cean #A

1? reasons why the rowth min$set is "etter than the fi(e$ min$set

Followu% to, hy *our in$set is So 'm&ortant

'n hy *our in$set is So 'm&ortant ' intro$uce$ the conce&t of min$sets from CarolDweck!s "ook Mindset: The New Psychology of Success .1

*our min$set is the %iew you ha%e of your +ualities an$ characteristics5 s&ecifically, wherethey come from an$ whether they can change # . fi*ed mindset comes from the "elief that your +ualities are car%e$ in stone# . growth mindset comes from the "elief that your "asic +ualitiesare thin s you can culti%ate throu h effort# /ur a"ilities, while sometimes naturally incline$,are lar ely the result of effort an$ har$ work, which the rowth min$set encoura es#

a%in alrea$y "riefly intro$uce$ the im&ortance of the rowth min$set for $ealin withcriticism, facin challen es, "ein resilient to set"acks, an$ increasin creati%ity, an o"%ious+uestion comes to min$9 *here does our mindset come from&

Dweck notes that e%eryone is "orn with a lo%e of learnin # 'f "a"ies were crushe$ "y failurethey woul$ ne%er learn to walk or talk# They ha%e to $o it wron many times "efore they et itri ht# hy, then, woul$ someone e%er $e%elo& a fi(e$ min$set)

't!s &ossi"le the fi(e$ min$set ser%e$ a useful &ur&ose at some &oint in a &erson!s life9

't tol$ them who they were or who they wante$ to "e @a smart, talente$ chil$A an$ it tol$ themhow to "e that @&erform wellA# 'n this way, it &ro%i$e$ a formula for self-esteem an$ a &ath tolo%e an$ res&ect from others# 2

This is crucial for chil$ren, where the fi(e$ min$set may offer a sim&le an$ strai htforwar$route to "ein %alue$ an$ lo%e$# /%er time, howe%er, this min$set may "ecome the $efault!state# The &ro"lem is not that they $esire$ "ein %alue$ an$ lo%e$, "ut that they foun$ a wayto achie%e! this "y focusin on &erformance an$ success, not rowth an$ learnin # hywoul$ they come to think this)
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Teachers, Parents, and Learning Environments

;$ucation has a "i influence on min$sets# 'f a teacher or &arent &romotes a rowth min$seto%er a fi(e$ min$set such as "y encoura in learnin an$ im&ro%ement rather than &raisintalent an$ $iscoura in failure this will ha%e a lastin influence on how the ki$s %iew

themsel%es#

.s an e(am&le, Dweck &erforme$ a stu$y where"y stu$ents, mostly early a$olescents, werei%en ten $ifficult &ro"lems from an 'E test# Some stu$ents were &raise$ for their a"ility That!s a really oo$ score# *ou must "e smart at this#4 while others were &raise$ for their

efforts That!s a really oo$ score# *ou must ha%e worke$ really har$#4

i ht after the &raise, the two rou&s "e an to $iffer in strikin ways# The a"ility-&raise$stu$ents re3ecte$ a followu& challen in task that they coul$ learn from# The effort-&raise$stu$ents $i$ not#

There!s more# hen the stu$ents were tol$ "y researchers that these tests were oin to "e &erforme$ at other schools, the stu$ents were aske$ to write their thou hts a"out the test, aswell as their test score, for other stu$ents# The a"ility-&raise$ stu$ents lied a"out their testresults almost =0F of the time8

So tellin chil$ren they!re smart, in the en$, ma$e them feel $um"er an$ act $um"er, "utclaim they were smarter #6

They turne$ or$inary chil$ren into liars, sim&ly "y tellin them they were smart8 Clearlythat!s not what we @teachers, &arents, frien$sA intend when we &raise ki$s as ifte$4 or

talente$4, "ut nonetheless that is what ha&&ens#

ow much $o the teachers an$ en%ironment an$ resultin min$set that surroun$ chil$renaffect their future a"ilities) Ben3amin Bloom, an eminent e$ucational researcher, has this tosay9

.fter forty years of intensi%e research on school learnin in the >nite$ States as well asa"roa$, my ma3or conclusion is9 hat any &erson in the worl$ can learn, almost all &ersonscan learn, if &ro%i$e$ with the a&&ro&riate &rior an$ current con$itions of learnin #4 =

That!s an im&ortant if!# The takeaway messa e is this9 learnin# conditions anden"ironment ha"e a huge im%act on future abilities( skills( and attitude.

Diferences Within A Single Person

e can also e(tra&olate why our min$set may %ary from one &ersonal area to another, such asintelli ence an$ creati%e skills#

or e(am&le, if we were &raise$ for our har$ work an$ effort in s&orts, "ut &raise$ for ournatural talent4 in mathematics, we may come to measure our self-worth "y our &erformance

in math @resultin in little effort or moti%ation to try har$er thin s an$ risk failureA, whileseein s&orts as an o&&ortunity to im&ro%e skills an$ ha%e fun#
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Can you think a"out your own schoolin an$ u&"rin in ) hat sort of fee$"ack or &raise wasty&ical of your teachers an$ &arents) as this im&acte$ your current %iews re ar$in yourskills an$ talents)

What We Can Do About It

or starters, "e aware of how you talk to chil$ren# .sk yourself9 how $o you &raise your chil$,a niece or ne&hew, a youn cousin, a si"lin , or a ran$om stran er) Do you com&lement themfor their natural a"ilities or their har$ work an$ effort) The sim&le framin of your &raise may

"e ha%in much more im&act on their &ersonal $e%elo&ment than you reali:e8

ow a"out your work&lace) /r your home life) .re &eo&le enerally rewar$e$ for their har$work an$ effort, or for their natural talents) .re the en%ironments you s&en$ your time inencoura in rowth min$sets or fi(e$ min$sets) 's there anythin you can $o to chan e that)

This is 3ust a start# Comin u& soon will "e a sur%ey of the e%i$ence showin that ourmin$sets can in$ee$ chan e , an$ how we can chan e them#

Chan#in# Mindsets, Can it be done&e"ruary 2012

in Self-awareness

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Followu% to, in$sets9 here Do They Come rom)

'n hy *our in$set is So 'm&ortant ' intro$uce$ the conce&t of fi(e$ @we can!t chan eA an$rowth @we can im&ro%e throu h effortA min$sets $etaile$ in Carol Dweck!s "ook Mindset:
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The New Psychology of Success .1 The "enefits of a rowth min$set are &lenty9 increase$creati%ity, reater success, lo%e of challen e, "elief in effort, resilience in the face of set"acks,an$ more#

Then in my &re%ious min$set &ost ' e(&laine$ the &rimary ori ins of our min$sets9 our

teachers, &arents, an$ learnin en%ironments# . fi(e$ min$set comes from &raise for ouraccom&lishments, whereas a rowth min$set comes from &raise for our har$ work an$ effort#

Gi%en the "enefits of a rowth min$set an$ the ori in of a fi(e$ min$set, the +uestionremains9 Can we chan#e our mindsets&

Dweck &ro%i$es am&le e%i$ence throu hout the "ook that a &erson!s min$set can, in$ee$, "echan e$# Take one e(am&le9

Garfiel$ i h School was one of the worst schools in Hos .n eles# To say that the stu$entswere turne$ off an$ the teachers "urne$ out is an un$erstatement# But without thinkin twice,Jaime ;scalante @of Stand and +eliver fameA tau ht these inner-city ist&anic stu$entscolle e-le%el calculusI# But not only $i$ he teach them calculus, he @an$ his collea ue,Ben3amin Jimene:A took them to the to& of the national charts in math# 2

.s another e(am&le, ar%a Collines took a class of inner-city Chica o ki$s who ha$ faile$ inthe &u"lic schools# This second grade class starte$ out rea$in the lowest le%el rea$er therewas# By June they were at the mi$$le of the fifth- ra$e le%el, stu$yin .ristotle, Tolstoy,Shakes&eare, an$ others#

'n the &re%ious &ost, ' mentione$ that Dweck showe$ how easy it was to chan e the min$setof rou&s of chil$ren, sim&ly "y the ty&e of &raise they recei%e$# The fact that min$setsclearly arise from our en%ironments an$ e$ucators shows that it is a mallea"le &art of you#

/f course, all these e(am&les only inclu$e ki$s# hat a"out an a$ult) The only $ifference isthat after ha%in li%e$ with certain min$sets for lon er, they may "e more en raine$ in themin$ of an a$ult than of a chil$# Thus, for an a$ult, it will likely "e har$er to chan e, "ut not im&ossi"le#

*our min$set is an im&ortant &art of your &ersonality, "ut it is not a &ermanent &art# The key

takeaway is this9 you can shift from a fixed mindset to a #rowth mindset. 'n fact, 3ust "y "ein aware of them you can start to think an$ react in new ways#

Not e%eryone can achie%e e%erythin # 't isn!t merely a little effort that coul$ turn you into;instein or Beetho%en# But, an essential fact is that a &erson!s true &otential is unknown an$unknowa"le# .s Dweck says, it is im&ossi"le to foresee what can "e accom&lishe$ with yearsof &assion, toil, an$ trainin #4 6


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1# Dweck @200KA# Mindset: The New Psychology of Success . Ballantine Books# L M

2# Dweck @200KA K=# LM

6# Dweck @200KA, # LM

! "ene#ts o$ the %ro&th 'indset

.&ril 2012

in Self-awareness

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Followu% to, hy *our in$set is So 'm&ortant

ant to ha%e more fun in life) ;n3oy learnin ) a%e "etter relationshi&s) 'm&ro%e your "usiness) . rowth min$set is associate$ with all of these "enefits &lus more# This sim&leattitu$e im&acts your success, health, ha&&iness, careers, an$ relationshi&s#

*our min$set is the %iew you a$o&t of yourselfOwhether your a"ilities an$ characteristics canchan e @the rowth min$setA, or whether they are set in stone @the fi(e$ min$setA#

The "enefits of ha%in a rowth min$set o%er a fi(e$ min$set are %ast# ere are ust a fewbenefits of the #rowth mindset that ' e(tracte$ from Carol Dweck!s "ook Mindset: The New

Psychology of Success #

( En)o* Li$e, Even When +ou re -ot %ood At ItThis is a won$erful feature of the rowth min$set# *ou $on!t ha%e to think you!re alrea$yreat at somethin to want to $o it an$ to en3oy $oin it#4 Dweck 1

Since your focus is on $oin an$ learnin cool stuff, while not carin a"out success orachie%ements, it is much easier to en3oy $oin whate%er it is you!re $oin # Ne%er &ainte$ inyour life) ho cares8 Drink a "ottle of wine with some frien$s, &ick u& a &aint set at a near"y$ollar store, an$ i%e it a try# The fi(e$ min$set woul$ make you shun from $oin this,knowin that your &aintin will suck! an$ "e em"arrassin !# The rowth min$set says whocares)4 an$ lets you en3oy yourself#
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The rowth min$set $oes allow &eo&le to lo%e what they!re $oin an$ continue to lo%e it inthe face of $ifficulties# I The rowth min$set allows &eo&le to %alue what they!re $oinre ar$less of the outcome#4 Dweck 2

.( Im/rove +our Sel$0Insight and Sel$0Esteemany stu$ies show that &eo&le are terri"le at estimatin their a"ilities# 6 But, as a$$itional

work &erforme$ "y Dweck @an$ othersA has shown9 =

(- t/ was those with the fi*ed mindset who accounted for almost all the innaccuracy # The &eo&le with the rowth min$set were ama:in ly accurate#4 Dweck ?

This result is also reflecte$ in 0*traordinary Minds "y owar$ Gar$ner @1PP A, whoconclu$e$ that e(ce&tional in$i%i$uals are es&ecially talente$ at i$entifyin their own stren than$ weaknesses# .s Dweck &oints out, this o%erla&s with the rowth min$set#

1( Im/rove +our 2elationshi/sThose with a fi(e$ min$set want an i$eal mate to &ut them on a &e$estal, make them feel

&erfect, an$ worshi& them# . fi(e$ min$set can cause &artners to think they shoul$ "e a"le torea$ each other!s min$, or that the two of them shoul$ ne%er $isa ree on anythin @which is%ery unlikelyA#

Those with a rowth min$set, howe%er, want an i$eal mate to see their faults an$ hel& them towork on them, challen e them to "ecome a "etter &erson, an$ encoura e them to learn newthin s# This makes for a QmuchQ healthier an$ ha&&ier relationshi&s#

3( -ever 4eel Stu/id When Learninghen $o you feel smart) Think a"out your answer for a minute#

e aske$ &eo&le, ran in from ra$e schoolers to youn a$ults, hen $o you feel smart)4The $ifferences were strikin #4 Dweck K

7eo&le with a fi(e$ min$set a%e answers like 't!s when ' $on!t make any mistakes#4 'n other wor$s, you!re su&&ose$ to "e &erfect#

7eo&le with a rowth min$set, howe%er, a%e answers like hen ' work on somethin for a

lon time an$ ' start to fi ure it out#4 'n other wor$s, when you!re learnin #

!( -ever Stress About "eing Per$ect'f you "elie%e that any test, at any time, will measure you for your whole life, you will feel thenee$ to "e &erfect, all the time#

or e(am&le, Dweck an$ colle ues tol$ fifth ra$ers they woul$ "e takin a test thatmeasure$ an im&ortant school a"ility# They were then aske$ two thin s9 +oes this testmeasure how smart you are' +oes this test measure how smart you1ll "e when you grow up'

The ki$s with a rowth min$set $i$n!t think the test measure$ how smart they were, or howsmart they!$ "e when they rew u The ki$s with the fi(e$ min$set, howe%er, thou ht the
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e(act o&&osite# They a%e a sin le test in fifth ra$e the &ower to measure themsel%es as ana$ult8

5( Strengthen +our Con#denceThose in a fi(e$ min$set $o not ha%e less confi$ence than those in a rowth min$set# The

&ro"lem is that their confi$ence is more fra ile an$ easily un$ermine$ "y set"acks an$ effort#

or e(am&le, in a stu$y "y Jose&h artocchio @1PP=A, em&loyees takin a com&uter trainincourse were either &ut into a fi(e$ or a rowth min$set# Before the course, confi$ence in theircom&uter skills was e+ual# .fter the course, those in the fi(e$ min$set lost much of theirconfi$ence in their com&uter skills, while those with the rowth min$set gained confi$ence#

6( Lo&er +our 2is7 o$ De/ression'n a stu$y &erforme$ "y Baer, Grant, an$ Dweck @200?A, stu$ents in the fi(e$ min$set ha$hi her le%els of $e&ression "ecause they ruminate$ o%er &ro"lems an$ set"acks#

'n another re&ort from researchers at Duke >ni%ersity, there was a stron link foun$ "etweenan(iety an$ $e&ression amon females who as&ire to effortless &erfection#4 R

8( "e "etter at Ta7ing 2es/onsibilit* 4or +our Li$e. fi(e$ min$set tries to re&air self-esteem after a failure "y assi nin "lame an$ makine(cuses#

John oo$en, the le en$ary "asket"all coach, says you aren!t a failure until you start to "lame# hat he means is that you can still "e in the &rocess of learnin from your mistakes

until you $eny them#4 Dweck P

. rowth min$set hel&s you take res&onsi"ility for your actions an$ $ecisions "ecause you$on!t "lame others for them#

9( See Single Events As :ust That. fi(e$ min$set can cause you to measure your whole self-worth on sin le e%entsOyour S.Tscore, your colle e a&&lication, your $i%orce, or your 'E# This is ri$iculous# . rowth min$setreali:es that these are sin le e%ents that $o not $efine you#

;( Increase +our 2esilience to Labels and Stereot*/esL'nM the fi(e$ min$set, "oth &ositi%e an$ ne ati%e la"els can mess with your min$# hen

you!re i%en a &ositi%e la"el, you!re afrai$ of losin it, an$ when you!re hit with a ne ati%ela"el, you!re afrai$ of $eser%in it#

hen &eo&le are in the rowth min$set, the stereoty&e $oesn!t $isru&t their &erformance# Therowth min$set takes the teeth out of the stereoty&e an$ makes &eo&le "etter a"le to fi ht

"ack#4 Dweck 10

ork "y Steele an$ .ronson @1PP?A has shown that the sim&le act of checkin a "o(in$icatin your race an$ se( can tri er stereoty&es in your hea$ an$ lower test scores @e# #

'!m a woman an$ men are "etter at math, so ' won!t $o well on this test#4A#
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.si$e from hi3ackin &eo&le!s a"ilities, stereoty&es also $ama e "y makin &eo&le feel they$on!t "elon # any minorities $ro& out of colle e an$ many women $ro& out of math an$science "ecause they 3ust $on!t feel they fit in#4 -Dweck 11

This &ro"lem is worse in those with a fi(e$ min$set# ith a rowth min$set, stereoty&es arenot seen as &ermanent +ualities, an$ therefore ha%e less ne ati%e influence on &erformance#.s Dweck says9

The women with the rowth min$setOthose who thou ht math a"ility coul$ "e im&ro%e$O felt a fairly stron an$ sta"le sense of "elon in # .n$ they were a"le to maintain this e%enwhen they thou ht there was a lot of ne ati%e stereoty&in oin aroun$#IBut women with the fi(e$ min$set, as the semester wore on, felt a shrinkin sense of

"elon in # .n$ the more they felt the &resence of stereoty&in in their class, the more theircomfort with math withere$#4 -Dweck 11

( See Setbac7s As


14/15

Growth-oriente$ "usinesses look for ways to im&ro%e the +uality of their &ro$ucts an$ser%ices# Hon -term rowth strate ies matter more than short-term achie%ements#

!( Avoid 4eelings o$ Su/eriorit*The fi(e$ min$set creates an ur ency to &ro%e yourself o%er an$ o%er# The %ery act of

succee$in ! re+uires that you show yourself to "e "etter than others# So if you focus onsuccee$in an$ achie%in ! thin s, you!re always in a frame of min$ where you com&areyourself to othersOoften "y a&&lau$in yourself for "ein su&erior#

The rowth min$set $oesn!t care a"out "ein su&erior# 'n fact, the success of others can "eins&irin an$ a source for learnin , whereas a fi(e$ min$set sees the success of others as athreat#

To "e clear, the rowth min$set $oesn!t uarantee success or makes thin s effortless#Chan in your min$set isn!t a ma ic &ill for sol%in all your &ro"lems5 "ut if Dweck!s "ookan$ research has shown anythin , it!s that a rowth min$set can i%e you a much richer andmore fulfilling life, all while im&ro%in your a"ilities an$ chances of success#

ant to "e an influential &ainter, an effecti%e mana er at your com&any, or a &rofessionalamer) ow can you say it!s o"%ious this will ne%er ha&&en) ho knows8)

The a"o%e 1? reasons, &lus more in Dweck!s "ook, i%e me a stron incenti%e to fi ure oute(actly how to chan e my min$set#

'!m far from always ha%in a rowth min$set, thou h ' think ' ha%e "een ettin "etter# $owabout you&

Baer, .# #, Grant, #, Dweck, C# S# @200?A# 7ersonal oals, $ys&horia, co&in strate ies#>n&u"lishe$ manuscri&t, Colum"ia >ni%ersity

Dunnin , eath, an$ Suls @200=A# lawe$ Self-.ssessment9 'm&lications for ealth,

;$ucation, an$ the ork&lace # Psychological Science in the Pu"lic nterest # ?-6#

Dunnin , Johnson, ;hrlin er,


15/15

Gar$ner @1PP A# 0*traordinary Minds # New *ork9 Basic Books#

Gollwit:er @1PPPA#'m&lementation 'ntentions9 Stron ;ffects of Sim&le 7lans # 5merican Psychologist ?=, =P6-?06

nskille$ an$ >naware of 't9 ow Difficulties in eco ni:in/ne!s /wn 'ncom&etence Hea$ to 'nflate$ Self-.ssessments # 6ournal of Personality andSocial Psychology # @KA, 121-116=#

artocchio, J# @1PP=A# ;ffects of Conce&tions of ."ility on .n(iety, Self-;fficacy, an$Hearnin in Trainin # 6ournal of 5pplied Psychology P, R1P-R2?#

Steele, C#, .ronson, J# @1PP?A Stereoty&e Threat an$ the 'ntellectual Test 7erformance of.frican-.mericans , 6ournal of Personality and Social Psychology. KR, P -R11

Stone, J#, Dweck, C# S# @1PPRA# L'm&licit theories of intelli ence an$ the meanin ofachie%ement oalsM# >n&u"lishe$ raw $ata, Colum"ia >ni%ersity, New *ork

( D&ec7 =.;;5>, /( !1( ? @

.( D&ec7 =.;;5>, /( 38( ? @

1( 2esearch $rom numerous corners o$ /s*chological inBuir* suggests thatsel$0assessments o$ s7ill and character are o$ten a&ed in substantive ands*stematic &a*s( Dunning et al( =.;;3> Frugger G Dunning = 999>Dunning et al( =.;;1>( ? @

3( Ehrlinger =.;;8>, Ehrlinger G D&ec7 =.;;6>( ? @

!( D&ec7 =.;;5>, /( ( ? @

5( D&ec7 =.;;5>, /( .3( ? @

6( D&ec7 =.;;5>, /( .5( Stone G D&ec7 = 998>( ? @

8( 2e/ort o$ the Steering Committee $or the Women s Initiative at Du7e, /( 16( ? @

;(D&ec7 =.;;5>, /( 6!( ? @

(D&ec7 =.;;5>, /( 66( ? @ ?@
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