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Dweck's Theory of Motivation
Transcript of Dweck's Theory of Motivation
Carol S. Dweck was born October 17, 1946. She is a professor
at Stanford University and a social psychologist. She graduated from
Barnard College in 1967 and earned a Ph.D. from Yale University in 1972. Has taught at:
University of Illinois
Joined the Stanford faculty in 2004
Professor Dweck has primary research interests in motivation, personality, and development. She teaches courses in Personality and Social Development as well as Motivation. Her key contribution to social psychology relates to implicit theories of intelligence. This is present in her book entitled Mindset: The New Psychology of Success which was published in 2006.
Attribution Theory Some believe their success
is based on innate ability;
these are said to have a
"fixed" theory of intelligence. Fixed-mindset individuals
dread failure because it is a
negative statement on
their basic abilities Others, who believe their success
is based on hard work and learning,
are said to have a
"growth" or an "incremental"
theory of intelligence. ...growth mindset individuals don't mind failure as much
because they realize their performance can be improved.
children given praise such
as "good job, you're very smart"
are much more likely to develop a
Individuals with a "growth" theory
are more likely to continue working hard
despite setbacks. Dweck argues that the
growth mindset will allow a person to live a less stressful and more successful life. http://www.xtranormal.com/watch/11032027/ what we attribute our
failutes and successes to.
Fritz Heider and others Dweck's contribution to social psychology relates to implicit theories of intelligence. According to Dweck, individuals can be placed on a continuum according to their implicit views of where ability comes from. Implicit Theories of Intelligence
Malleable (Growth) Intelligence Theory or Incremental (Fixed) Theory of Intelligence Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246-263.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist 41(10), 1040-1048.
Gardner, H., & Moran, S. (2006). The Science of Multiple Intelligences Theory: A Response to Lynn Waterhouse. EDUCATIONAL PSYCHOLOGIST, 41(4), 227–232.
Lepper, M. R., & Henderlong, J. (2000). The Little Engine That Had an Incremental Theory ... Human Development 43(3), 186-190.
Ommundsena, Y., Haugenb, R., & Lundc, T. (2005). Academic Self-concept, Implicit Theories of Ability, and Self-regulation Strategies. Scandinavian Journal of Educational Research, 49(5), 461-474.