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[MUSIC]

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Kids come like this.

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Infinitely curious, always experimenting,

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always learning, and
attacking the most difficult

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tasks of a lifetime with tremendous gusto.

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And yet, just a few years later,
many of the same children look like this.

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Or this.

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Or this.

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We have discovered that
children's mindsets

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can lay at the heart of this problem.

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The wrong mindset can make
them afraid of challenge,

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afraid of effort, afraid of setbacks.

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The important thing is this.

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We have discovered where
these mindsets come from,

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how they work, and how to change them.

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So that's what I wanna
share with you today.

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In my work, we find that some case for
the fixed mind set.

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They think that their basic talents and
abilities are just these fixed traits,

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they have a certain amount of
intelligent and talents and that's that.

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As you'll see, this is the mindset
that saps children's motivation and

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stunts their minds, but
other students have a growth mindset.

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They believe their most basic talents and
abilities can be developed

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through practice, learning,
good mentorship From others.

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They don't think everyone's the same or
anyone can be Einstein, but

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they understand that even
Einstein wasn't the man he became

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before he put in years and
years of dedicated labor.

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What I'm gonna talk about is, how do
mindsets work and how they can be changed?

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We did a study of hundreds of
students making a very difficult

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school transition to seventh grade,
which is about 13, 14 years old.

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In my country,
this is when the work gets harder,

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the grading gets more stringent and
lots of kids turn off to school.

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At the beginning of seventh grade,
we measured students mindsets and

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then we monitored their grades
over the next two years.

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Look what happened.

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The students with the fixed and

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growth mindsets entered seventh grade
with identical past math achievement.

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But by the end of their
first term of seventh grade,

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their grades jumped apart and continued
to diverge over the next two years.

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Why did that happen?

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First, we showed that

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the kids with a fixed mindset
only care about looking smart.

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Look smart and never look dumb.

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Therefore they avoided
challenging learning task and

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they didn't study deeply
in order to learn.

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But those with the growth mindset,
there was no risk.

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They weren't showing how smart they were.

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They just dove into challenging learning
tasks with gusto like the babies.

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The second thing was that

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two mindsets created very
different beliefs about effort.

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And this is critically important.

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In a fixed mindset, effort is a bad thing.

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Students believe if you really have
ability, you shouldn't need effort.

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And if you have to apply effort,
it means you are not very smart.

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They subscribe to Homer Simpson's motto.

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Trying is the first step towards failure.

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But in the growth mindset,
kids understand that hard work and

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practice, that's what makes you smarter,
and they also understand

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that even genius' have had to work
hard for their great discoveries.

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So they enjoy effort.

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It makes them feel like they're learning,

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rather than making them
feel like they're dumb.

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And the third thing we
found was that the mindsets

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created completely different
attitudes towards setbacks.

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In a fixed mindset,
setbacks have a really negative meaning.

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They mean you're not smart.

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If you were smart, you wouldn't be
making mistakes or having failures.

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So their tendency is to get defensive,
to hide mistakes, to conceal deficiencies.

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But in a growth mindset,
there's this realization

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that set backs are an actual
part of learning.

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And that you need to confront your
mistakes and deficiencies and

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learn from them.

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I have to say with the way I got into
this field was that I was testing

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some kids and they were reached
some problem they couldn't solve.

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And one of them said, I love a challenge.

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Or another said,
I was hoping this would be informative.

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And so

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here were these ten year olds having
these exuberant reactions to setbacks.

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Ultimately I understood
they had a growth mindset.

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We asked our seventh graders
what they would do after a poor

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score on the first exam in a new course.

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Here's what they said.

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Those who endorsed a fixed mindset said,

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I'd spend less time on
this subject from now on.

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I would try to cheat on the next test.

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Well, think about it.

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This set back meant that
weren't smart at it and

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effort isn't something they enjoy or
value.

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What are their options?

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But in a growth mindset, they'd said I'd
work harder in this class from now on.

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I'd spend more time studying for the test.

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Let me show you how this works
in the brain, in this study

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the researchers monitored from

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the brain as students worked on a task and
made errors.

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You see this red hot brain on the right,
those are growth mindset students

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detecting the errors,
processing them and correcting them.

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On the left, you have that
fixed mindset brain looking so

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cool, fleeing, running from
the errors as quickly as possible.

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The good news is that when students
were taught a growth mindset,

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they looked like that.

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So a fixed mindset doesn't give
students a way to handle difficulty.

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They give up, run away, become defensive.

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When you see students acting bored or
acting out or blaming the teacher,

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it is often trying to hide the fixed
mindset of fear, of not looking smart.

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How are these mindsets transmitted?

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The most interesting way that we've
studied is how they are transmitted

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through the praise parents,
teachers, adults give to kids.

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We undertook this research at
the height of the self-esteem movement.

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When the gurus were telling everyone,
just praise kids lavishly,

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globally, praise their talent,
praise their abilities.

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In 15 or more years of research,
we have shown

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that praising children's ability
backfires, it harms them.

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It does not create growth in young minds.

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Here's how we found this out.

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In some studies, we brought ten year
olds into a room in their school.

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And we gave them initially ten
problems from this non-verbal IQ test.

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Then after the ten problems,
we gave each child one form of praise.

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Some children were praised for
their intelligence.

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Wow, that's a really good score,
you must be smart at this.

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Some were praised for the process
they engaged in, like their effort.

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Or their strategies that
could be in other studies or

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their focus or their persistence.

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Wow, that's a really good score,
you must have tried really hard.

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And a third group was told, wow,
that's a really good score.

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But we won't talk much about them,
they were right in the middle.

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What happened?

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First, we found that praising intelligence

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did indeed put students
into a fixed mindset.

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It said, I can look inside of you and
measure how smart you are.

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Whereas praising the process put
them into more of a growth mindset.

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But to me, the most astonishing
thing was that praising

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intelligence turned kids off to learning.

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When we gave them a choice
after the praise, hey,

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what do you wanna work on now?

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Something hard, you might make mistakes,
but you'll learn something new.

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Or something you're good at,
so you're sure to do well.

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Most of the kids praised for

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intelligence chose the easy task
where they were sure to do well.

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I like to say they didn't wanna risk
their newly minted gifted label.

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But those praised for

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the process overwhelmingly chose
the hard task they could learn from.

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Later, we gave everybody a hard
set of problems to work on.

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And those who were praised for
their intelligence,

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after these hard problems,
when we went back to the easy ones,

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showed deeply undermined performance.

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They did not recover from
the difficult problems.

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Telling them that they were smart
made their IQ lower on that test

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when they encounter difficulty.

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But the kids praised for
the process really flourished.

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We just two months ago published a study,

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where we looked at mothers'
praise to their babies.

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The babies were one to three years of age.

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And we showed that the mothers' praise
to these babies predicted the child's

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mindset and desire for
challenge five years later.

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So it starts young.

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It can always be changed,
but it starts young.

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And now when I hear a mother
telling her baby in the airport

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that he's a genius, I stop her.

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>> [LAUGH]
>> Other research also

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showing parents' praise to their
older kids too is predicting

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that child's mindset and
desire for challenge over time.

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I've fallen in love with a new word, yet.

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And I think that's another way
we can convey mindsets to kids.

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I learned of a high school in Chicago,
where when students didn't pass a unit,

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instead of getting a failing grade,
they got the grade, not yet.

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And I thought, isn't that beautiful?

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If you get a failing grade,
you're nowhere.

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You're dumb, you're at the starting gate.

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But not yet means, hey,
you're on that learning curve,

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maybe you're not at the finish line,
but you're on that curve.

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So, if a student says,
I'm not good at, same as, yet.

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I can't do it, yet.

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Get back on that learning curve.

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I tried, but it didn't work yet.

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It tells them, we have faith in
their ability to learn over time,

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and we expect them to.

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When we saw that a growth mindset had so
many benefits, we asked,

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could we teach it to kids?

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So in our original study,
we took seventh graders, again,

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that difficult transition, many of whom
were already showing declining grades,

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especially in math, and
we broke them into two groups.

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One group, the control group, got eight
sessions of fantastic study skills.

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Skills that teachers told them, told us,
would really help them that year.

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But the other group,
the growth mindset group,

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got eight sessions of study skills,
plus growth mindset.

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The growth mindset sessions
kicked off with this article,

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You Can Grow Your Intelligence.

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New research shows the brain
can be developed like a muscle.

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And what they learned was this.

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There were these neurons in their brain,
and every time they pushed

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out of their comfort zone to
learn something new and hard,

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these neurons form new connections,
and over time, they could get smarter.

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Kids love this message.

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We'll never forget the boy
who looked up at as and

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said, you mean I don't have to be dumb?

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And look what happened.

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The students who just got the study skills
continued to show declining grades,

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but the students who learned the growth
mindset have the, whoop, here we go.

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Have the motivation to put those skills
into practice to grow their brain.

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And they showed a big
rebound in their grades.

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Is it ever too late,
we wanted to know are there ever students

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who are too far gone to
benefit from a growth mindset?

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So we recently completed this study,
13 high schools in the US.

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And we focused on the lowest
achieving students.

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Half of them learned,
half of them were in the control group.

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They just learned about the brain and
how they could enhance their memory.

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But the other half received online
lessons on the growth mindset.

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And, again, it's how the brain grows
through learning when they work on new and

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difficult things.

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The first thing we found was
that just three months later,

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Those who had learned the growth
mindset lesson already had higher

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grade point averages and
the second thing we found

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was that those who did not have
the growth mindset training were

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failing more and more courses, but
those who did get the growth mindset

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messages were failing fewer and
fewer courses over time.

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We're doing a lot of new work
now showing that the growth

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mindset learning the growth mindset,
keeps the student in school.

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Fewer drop outs helps them make
that transition to university

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and we're also doing a whole new line
of work with bullying and aggression,

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and showing that teaching a growth
mind set about personal qualities

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lowers students tendency
to react with aggression.

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So we're very,

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very excited about these new places
that we're taking the growth mind set.

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So, is the growth mindset for everyone?

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Does everyone wanna get smarter?

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Well, I know when I was a kid,
we would have done anything for

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a few more IQ points.

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In fact, my sixth grade teacher seated us

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around the room in IQ order and
you could not.

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It was already the highest
IQ class in the school.

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But if you weren't the highest
IQ person in that class,

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you were not allowed to
erase the blackboard or

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carry a note to the principal or
carry the flag In the school assembly.

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So if someone said, hey,
do you want more IQ points?

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Yes, tell me how.

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But in a really fascinating new study,

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Stephanie Fryberg took the growth mindset

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concept into Native American culture and

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she went back to her Native American
reservation where she grew up and

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she brought the growth mind set with her.

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At first, it didn't take.

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The kids weren't that
excited about getting some

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more neuro connections in their brain.

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But when she made it culturally relevant,

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relevant to the tribal values,
it could fire.

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When she said, you can grow your brain.

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And when you grow your brain,
you can really help your family and

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community thrive, it caught fire.

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She also instructed parents and
teachers in how to promote

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a growth mindset and
how to teach kids that every day,

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six hours of school were devoted
to growing their brains.

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And if a child didn't pay attention or
cut up or misbehaved,

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they stayed in from recess and
teachers said, because we care about you,

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we want you to have six hours
a day to grow your brain.

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This was an elementary school on
a Native American reservation.

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90% minority and

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the school had been in
the bottom 5% of the state.

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Where are they now?

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After a year to a year and
a half of this immersive growth mindset,

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the kindergarteners and
first graders now lead their district and

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it's an affluence surrounding
district in oral reading fluency.

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95% of the kindergarteners and

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80% of the first graders are proficient or
above in reading.

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Third grade literacy.

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68% of third grade students met or
were within ten points of the standard.

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The previous fall, most of them had been
more than 100 points below standard.

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Third to fifth grade, 60% of all students

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were showing more than
a year of growth in math and

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literacy and
at least half of those students were

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showing 1.5 to 2 years
of growth each year.

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Most important,
children now believe that their

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potential as native
students was unlimited.

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What I want you to take
away from here today

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is this idea that within a fixed mindset,

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effort and difficulty make you feel dumb,

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make kids feel dumb.

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But within a growth mindset,
effort and difficulty,

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that's what gives you neural connections,
new connections and make you smarter.

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Do you feel that difference?

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So in summary, a growth mindset allows
students to embrace learning and

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growth, to understand the role
of effort in creating

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intelligence instead of making
them feel if they were smart.

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They wouldn't need effort and

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it allows them to be resilient
in the face of setbacks.

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And best of all, it can be taught.

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I'd like to end with this proposal.

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The more research shows
us that human abilities

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can be grown, the more it become a basic

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human right for children to exist

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in environments that help
them to grow those abilities,

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to live in environments that help
them fulfill their potential.

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Thank you.

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[APPLAUSE]