Carol Dweck (2002) argued that the belief that INTELLIGENCE is fixed has PROFOUND consequences and PRODUCES striking differences in behaviour compared to those who BELIEVE it is more malleable. Dweck conducted a number of studies with students. She found that the belief intelligence is fixed appeared to lead to defensive, self defeating behaviours, for example sacrificing valuable learning opportunities.

Students who have been praised for their intelligence demonstrate a steep decline in their enjoyment of a task once they hit difficulty. They did not appear to want to remedy their deficiencies. In contrast, she argued that the belief intelligence is more malleable engenders a focus on the longer term and the strategies which lead to learning, self improvement and achievement.

Carol Dweck (2002) argued that the belief that intelligence is fixed has profound consequences and produces striking differences in behaviour compared to those who believe it is more malleable. Dweck conducted a number of studies with students. She found that the belief intelligence is fixed appeared to lead to defensive, self defeating behaviours, for example sacrificing valuable learning opportunities.

Students who have been praised for their intelligence demonstrate a steep decline in their enjoyment of a task once they hit difficulty. They did not appear to want to remedy their deficiencies. In contrast, she argued that the belief intelligence is more malleable engenders a focus on the longer term and the strategies which lead to learning, self improvement and achievement.