Mindset _ The New Psychology of Success - Carol S. Dweck [102]
Now, cognitive therapy basically teaches people to rein in their extreme judgments and make them more reasonable. For example, suppose Alana does poorly on a test and draws the conclusion, “I’m stupid.” Cognitive therapy would teach her to look more closely at the facts by asking: What is the evidence for and against your conclusion? Alana may, after prodding, come up with a long list of ways in which she has been competent in the past, and may then confess, “I guess I’m not as incompetent as I thought.”
She may also be encouraged to think of reasons she did poorly on the test other than stupidity, and these may further temper her negative judgment. Alana is then taught how to do this for herself, so that when she judges herself negatively in the future, she can refute the judgment and feel better.
In this way, cognitive therapy helps people make more realistic and optimistic judgments. But it does not take them out of the fixed mindset and its world of judgment. It does not confront the basic assumption—the idea that traits are fixed—that is causing them to constantly measure themselves. In other words, it does not escort them out of the framework of judgment and into the framework of growth.
This chapter is about changing the internal monologue from a judging one to a growth-oriented one.
THE MINDSET LECTURES
Just learning about the growth mindset can cause a big shift in the way people think about themselves and their lives.
So each year in my undergraduate course, I teach about these mindsets—not only because they are part of the topic of the course but also because I know what pressure these students are under. Every year, students describe to me how these ideas have changed them in all areas of their lives.
Here is Maggie, the aspiring writer:
I recognized that when it comes to artistic or creative endeavors I had internalized a fixed mindset. I believed that people were inherently artistic or creative and that you could not improve through effort. This directly affected my life because I have always wanted to be a writer, but have been afraid to pursue any writing classes or to share my creative writing with others. This is directly related to my mindset because any negative criticism would mean that I am not a writer inherently. I was too scared to expose myself to the possibility that I might not be a “natural.”
Now after listening to your lectures, I have decided to register for a creative writing class next term. And I feel that I have really come to understand what was preventing me from pursuing an interest that has long been my secret dream. I really feel this information has empowered me!
Maggie’s internal monologue used to say: Don’t do it. Don’t take a writing class. Don’t share your writing with others. It’s not worth the risk. Your dream could be destroyed. Protect it.
Now it says: Go for it. Make it happen. Develop your skills. Pursue your dream.
And here’s Jason, the athlete:
As a student athlete at Columbia I had exclusively the fixed mindset. Winning was everything and learning did not enter the picture. However, after listening to your lectures, I realized that this is not a good mindset. I’ve been working on learning while I compete, under the realization that if I can continually improve, even in matches, I will become a much better athlete.
Jason’s internal monologue used to be: Win. Win. You have to win. Prove yourself. Everything depends on it.
Now it’s: Observe. Learn. Improve. Become a better athlete.
And finally, here’s Tony, the recovering genius:
In high school I was able to get top grades with minimal studying and sleeping. I came to believe that it would always be so because I was naturally gifted with a superior understanding and memory. However, after about a year of sleep deprivation my understanding and memory