Carol S. Dweck, Ph.D., is one of the world’s leading researchers in the field of motivation and is the Lewis and Virginia Eaton Professor of Psychology at Stanford University. Her research has focused on why people succeed and how to foster success.

She has held professorships at Columbia and Harvard Universities, has lectured all over the world, and has been elected to the American Academy of Arts and Sciences.

Her scholarly book Self-Theories: Their Role in Motivation, Personality, and Development was named Book of the Year by the World Education Federation.

Books

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

Dweck, C.S. (2006). Mindset. New York: Random House

(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.