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Carol S. Dweck

Lewis and Virginia Eaton Professor of Psychology
Department of Psychology, Stanford University
Bldg 01-420, Jordan Hall
Stanford, CA 94305-2130

email: dweck AT psych.stanford.edu
phone: 650-724-9063
fax: 650-725-5699
 
  Research Interests    

 

My work spans social and developmental psychology and examines the self-conceptions people use to structure the self and guide their behavior. My research looks at the origins of these self-conceptions, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes.
  Representative Recent Work  
  Books    

    Elliot, A., & Dweck, C.S. (Eds.) (2005). The handbook of competence and motivation. New York: Guilford. [Amazon.com]
 

Dweck, C.S. (2006). Mindset. New York: Random House [Random House] [Amazon.com] [Featured book on NPR's Tech Nation]
(Examines the role of self-theories in achievement, sports, business, relationships and personal change; to be published also in Germany, The Netherlands, Brazil, Taiwan, Japan, Korea, Denmark, Israel, & Norway)
  Empirical Papers    

    Grant, H. & Dweck, C.S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.
    Olson, K., Banaji, M., Dweck, C.S., & Spelke, E. (2006). Children’s biased evaluations of lucky vs, unlucky people and their social groups. Psychological Science, 17, 845.
    Plaks, J.E, Grant, H., & Dweck, C.S. (2005). Violations of implicit theories and the sense of prediction and control: Implications for motivated person perception. Journal of Personality and Social Psychology, 88, 245-262.
    Molden, D.C., Plaks, J.E., & Dweck, C.S. (2006). “Meaningful” social inferences: Effects of implicit theories on inferential processes. Journal of Experimental Social Psychology, 42, 738-752.
    Mangels, J. A., Butterfield, B., Lamb, J., Good, C.D., & Dweck, C.S. (2006). Why do beliefs about intelligence influence learning success? A social-cognitive-neuroscience model. Social, Cognitive, and Affective Neuroscience, 1, 75-86.
    Kammrath, L., & Dweck, C.S. (2006). Voicing conflict: Preferred conflict strategies among incremental and entity theorists. Personality and Social Psychology Bulletin, 32, 1497-1508.
    Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78, 246-263.
    Cimpian, A., Arce, H., Markman, E.M., & Dweck, C.S. (2007, in press). Subtle linguistic cues impact children's motivation. Psychological Science (April issue).
    Johnson, S., Dweck, C.S., & Chen, F. (2007. in press). Evidence for infants’ internal working models of attachment. Psychological Science (June issue).
 
  Theoretical Articles    

    Dweck, C.S., & London, B.E. (2004). The role of mental representation in social development. Merrill-Palmer Quarterly (50th Anniversary Issue), 50, 428-444.
    Dweck, C.S. (2006). Is math a gift? Beliefs that put females at risk. In S.J. Ceci and W. Williams (Eds.) Are sex differences in cognition responsible for the underrepresentation of women in scientific careers? Washington, DC: American Psychological Association.
    Dweck, C.S., & Ehrlinger, J. (2006). Self-theories and conflict resolution. In M. Deutsch & P. Coleman (Eds.), Handbook of conflict resolution: Theory and practice.  San Francisco: Jossey Bass.
   

Molden, D.C., & Dweck, C.S. (2006). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61, 192-203. 

    Dweck, C.S., & Molden, D. C. (in press). Self-theories: The construction of free will. In J. Baer, J.C. Kaufman, & R.F. Baumeister (Eds.), Psychology and free will. New York: Oxford University Press.