The Power of belief -- mindset and success | Eduardo Briceno | TEDxManhattanBeach

Summary

This script explores the key to success through the lens of a growth mindset, as opposed to fixed abilities. It highlights Josh Waitzkin's journey from chess prodigy to martial arts champion, illustrating how embracing challenges and learning from failure fosters growth. The script emphasizes the impact of mindset on performance and learning, backed by studies showing that a growth mindset leads to improved grades and resilience. It concludes with actionable advice on cultivating a growth mindset for personal and societal development.

Takeaways

• 🧠 The key to success is not just hard work or focus, but a 'growth mindset' that fosters these traits.
• 🤗 Josh Waitzkin's success in chess and martial arts demonstrates the power of applying a growth mindset to new challenges.
• 💡 Losing can be a catalyst for growth, as it helps avoid the psychological trap of believing in fixed abilities.
• 🌟 Carol Dweck's research highlights the difference between a 'fixed mindset' and a 'growth mindset', and their impact on behavior and achievement.
• 📚 A growth mindset is linked to improved academic performance, as students who believe in their ability to learn tend to perform better over time.
• 🧠 Neuroscience supports the growth mindset by showing that the brain is malleable and can change its capabilities through effort.
• 💪 Effort is seen as a pathway to intelligence and growth by those with a growth mindset, unlike those with a fixed mindset who may see it negatively.
• 🚫 People with a fixed mindset are more likely to give up when faced with setbacks, whereas a growth mindset embraces challenges as opportunities to learn.
• 🧐 Brain scans reveal that individuals with a growth mindset are more active when learning how to improve, rather than focusing on current performance.
• 👶 Praise can inadvertently instill a fixed mindset if it focuses on innate abilities, whereas praising effort encourages a growth mindset.
• 🔄 Mindsets can be changed, and interventions can help shift individuals towards a growth mindset with positive effects on learning and performance.

Q & A

What is the main idea discussed by the reviewer in the script?

The main idea discussed in the script is the concept of a growth mindset and its significant impact on achieving success and personal development.

Who is Josh Waitzkin and what is significant about his achievements?

Josh Waitzkin is an international chess master and the subject of the movie 'Searching for Bobby Fischer'. His significant achievements include winning multiple national chess championships and mastering martial arts, specifically tai chi chuan, to the point of winning two world championships.

What did Josh Waitzkin learn from losing his first national chess championship?

Josh Waitzkin learned the importance of avoiding psychological traps such as believing he was special or smarter than others, and the realization that success is not solely determined by innate ability but by a growth mindset.

What is the difference between a fixed mindset and a growth mindset according to Carol Dweck?

A fixed mindset is the belief that intelligence or abilities are fixed traits, while a growth mindset views these qualities as something that can be developed through effort and learning.

How did the study involving Dr. Dweck and Dr. Lisa Blackwell demonstrate the impact of mindset on academic performance?

The study showed that students with a growth mindset, who believed they could improve their intelligence, increased their grades over time, whereas students with a fixed mindset did not show this improvement.

What does the script suggest about the effectiveness of directly building grit or persistence without addressing the underlying mindset?

The script suggests that directly trying to build grit or persistence is not as effective as addressing the mindset that underlies these qualities, indicating that a growth mindset is critical to fostering resilience and perseverance.

How does the script describe the physiological manifestation of mindset in the brain?

The script describes that for people with a fixed mindset, the brain is most active when receiving information about performance, while for those with a growth mindset, the brain is most active when receiving information about how to improve, indicating a focus on learning.

What is the consequence of having a fixed mindset when facing setbacks or failures, according to the script?

People with a fixed mindset tend to conclude that they are incapable after facing setbacks or failures, leading to a loss of interest or withdrawal, which is often perceived as a lack of motivation.

How does the script illustrate the difference in behavior between children praised with a fixed mindset versus a growth mindset?

The script illustrates that children praised with a fixed mindset tend to choose easier tasks and perform worse when faced with difficult puzzles, while those praised with a growth mindset are more likely to choose challenging tasks and improve their performance.

What are some practical steps that can be taken to instill a growth mindset, as suggested in the script?

The script suggests recognizing the benefits and scientific support for a growth mindset, learning and teaching others about how to develop abilities through deliberate practice, and listening for and countering fixed mindset voices with a growth mindset perspective.

Why is it important to teach a growth mindset in schools according to the script?

Teaching a growth mindset in schools is important because it not only improves overall student achievements but also helps to narrow the achievement gap, especially for students who face negative stereotypes.

Outlines

00:00

🤓 The Power of a Growth Mindset

This paragraph introduces the concept of a growth mindset as a key to success. It contrasts traditional ideas of hard work and focus with the more powerful notion that these traits stem from a deeper, developable mindset. The story of Josh Waitzkin, a chess master and martial artist, illustrates how he applied his growth mindset to achieve success in different fields. The paragraph also discusses the detrimental effects of a fixed mindset and highlights the benefits of viewing abilities as something that can be developed, as supported by the research of Carol Dweck. The summary emphasizes the impact of mindset on behavior, performance, and the brain's response to learning and challenges.

05:03

💡 Cultivating a Growth Mindset Through Praise and Challenges

The second paragraph delves into how a growth mindset can be cultivated and the negative consequences of a fixed mindset. It discusses a study by Dr. Dweck and Dr. Mueller that shows the impact of praise type on children's motivation and performance. The study demonstrates that praising effort over innate ability encourages children to embrace challenges and improve their performance. The paragraph also addresses the importance of changing mindsets and the positive outcomes that can result from such changes, including improved academic performance and the potential to address social issues. It concludes with the assertion that mindsets affect all areas of life, including the workplace, and calls for the deliberate teaching of a growth mindset in educational settings.

10:04

🚀 Implementing Strategies for a Growth Mindset

The final paragraph offers practical advice on how to instill a growth mindset in oneself and others. It emphasizes the importance of recognizing the scientific basis for a growth mindset and the brain's capacity for change. The speaker encourages learning about deliberate practice and effective effort to strengthen the belief in one's ability to develop skills. Additionally, it suggests listening for and countering the voice of a fixed mindset with a growth mindset perspective. The paragraph concludes with a call to action to share knowledge about the growth mindset, aiming to help individuals reach their full potential.

Keywords

💡Success

Success in the video is portrayed as the achievement of goals, which is not solely attributed to hard work, focus, or persistence, but rather to a more powerful underlying factor. The video suggests that a 'growth mindset' is the key to success, as it fosters the development of qualities like grit and resilience. For example, Josh Waitzkin's story illustrates how his success in chess and martial arts was driven by his growth mindset, allowing him to apply his learning from one domain to another.

💡Growth Mindset

A growth mindset is a belief that intelligence and abilities can be developed through dedication and effort. It is central to the video's message, as it is presented as the driving force behind success and learning. The video contrasts it with a fixed mindset, showing that individuals with a growth mindset embrace challenges, persist in the face of setbacks, and see effort as the path to mastery. Carol Dweck's research is highlighted to demonstrate the positive impact of a growth mindset on academic performance and personal development.

💡Fixed Mindset

A fixed mindset is the belief that intelligence and abilities are static traits that cannot be changed. The video discusses how this mindset can limit individuals, making them more susceptible to failure and less likely to take on challenges. It is shown to lead to behaviors such as avoiding effort, fearing failure, and potentially lying about performance to protect one's ego, as opposed to the proactive learning approach of a growth mindset.

💡Mindset

Mindset, in the context of the video, refers to a person's overall attitude towards their own abilities and intelligence. It is a key concept that influences behavior, performance, and response to challenges. The video emphasizes that having a growth mindset can lead to a more fulfilling and successful life, while a fixed mindset can hinder progress and adaptation.

💡Hard Work

Hard work is mentioned in the video as a by-product of a growth mindset rather than the primary factor for success. It is the persistent effort put forth to improve and develop abilities. The video illustrates that hard work becomes more meaningful and effective when it is driven by the belief that abilities can be enhanced, as seen in Josh Waitzkin's relentless dedication to mastering tai chi chuan.

💡Persistence

Persistence is the ability to continue working towards goals despite obstacles or failures. The video suggests that a growth mindset naturally fosters persistence because it views setbacks as opportunities for learning and growth. This is exemplified by Josh Waitzkin's approach to losing his first national chess championship, which helped him avoid psychological traps and continue striving for improvement.

💡Adversity

Adversity in the video refers to challenges, failures, or difficult situations that individuals face. It is presented as a critical test for one's mindset. People with a growth mindset are shown to be more resilient in the face of adversity, using it as a catalyst for growth and learning, whereas those with a fixed mindset may become brittle and give up.

💡Effort

Effort is discussed in the video as a necessary component of learning and improvement. It is seen as a positive and essential part of the process for individuals with a growth mindset, who believe that effort leads to the development of intelligence and skills. In contrast, those with a fixed mindset may view effort as a sign of low ability and avoid it to protect their self-image.

💡Neuroscience

Neuroscience is briefly mentioned in the video as evidence supporting the idea that the brain is malleable and can change its structure and function through learning and experience. This scientific perspective reinforces the concept of a growth mindset by showing that our abilities are not fixed but can be developed through deliberate practice and effort.

💡Feedback

Feedback is portrayed in the video as a crucial element for learning and growth. It is suggested that the way feedback is given can significantly influence a person's mindset. Praise focused on effort and process (growth mindset praise) encourages children to take on challenges and learn from their mistakes, while praise focused on innate ability (fixed mindset praise) can lead to fear of failure and avoidance of challenges.

💡Potential

Potential in the video is the inherent capacity for growth and achievement that every individual possesses. The key message is that fulfilling one's potential is not limited by current abilities but is unlocked through adopting a growth mindset. The video encourages viewers to recognize and develop their potential by changing their mindset and embracing the possibility of continuous self-improvement.

Highlights

The key to success is not just hard work or focus, but a growth mindset that fosters these qualities.

Josh Waitzkin, a chess international master, applied his growth mindset to become a successful martial artist.

Losing the first national chess championship helped Josh avoid the psychological trap of believing in fixed intelligence.

A fixed mindset can make individuals brittle in the face of adversity, while a growth mindset embraces challenges.

Carol Dweck's research shows that a growth mindset leads to improved performance over time compared to a fixed mindset.

Students with a growth mindset increased their grades over two years, unlike those with a fixed mindset.

A growth mindset is critical for success in various domains, including problem-solving and sports.

Directly building grit or persistence is less effective than addressing the underlying growth mindset.

Neuroscience supports the idea that the brain is malleable and abilities can be developed.

Many accomplished individuals were once considered to have no future by experts, illustrating the power of a growth mindset.

A growth mindset turns physiological responses towards learning rather than focusing on judgment.

People with a fixed mindset may see effort as unnecessary, while those with a growth mindset view it as essential for growth.

Setbacks are seen as opportunities for growth by individuals with a growth mindset, leading to increased motivation.

Praising children for their intelligence can inadvertently instill a fixed mindset and fear of challenges.

Teaching a growth mindset can improve overall student achievement and narrow the achievement gap.

Mindsets can be changed, as demonstrated by interventions that shift students' perspectives towards growth.

In the workplace, a growth mindset can improve feedback acceptance and mentoring among managers and employees.

Mindsets can have broader implications for social issues, such as improving attitudes and willingness to compromise in conflict situations.

Three actionable steps to instill a growth mindset include recognizing its benefits, learning about deliberate practice, and challenging fixed mindset voices.

Encouraging the development of a growth mindset in children is essential for their success in school and beyond.

Transcripts

Transcriber: asma youssef Reviewer: Denise RQ

What do you think is the key to achieve our goals, our success?

Some people suggest things like hard work, focus, persistence.

But research shows these are all by-products of something else,

something much more powerful that we can all develop.

It is this very special something that is really critical to success,

and is what I am here to discuss with you today.

Someone who has achieved great success is Josh Waitzkin,

a chess international master and the subject of the movie

"Searching for Bobby Fischer".

Nobody has won all the national chess championships that Josh has.

But even more impressive, when he turned 21,

he took on the challenge of mastering something completely new

and very different from chess: martial arts.

He realized that he had learned how to grow and succeed,

and he could apply that understanding to other domains.

And so, he devoted himself relentlessly to tai chi chuan.

And after lots of hard work, many failures, and some broken joints,

he became a great martial artist, and he won two world championships.

Now he is off to jiu-jitsu.

So what does Josh say is the greatest thing ever happened to him?

Believe it or not, he says, "Losing my first national chess championship,

because it helped me avoid many of the psychological traps."

The key trap that Josh avoided was believing that he was special,

that he was smarter than other people, and that he didn't have to work hard.

He could have thought of himself as a prodigy,

but he doesn't think that he has extraordinary intelligence.

He says, "The moment we believe

that success is determined by an ingrained level of ability,

we will be brittle in the face of adversity."

Josh often quotes Stanford Professor Carol Dweck

who discovered that some people see intelligence or abilities as fixed

what is called a fixed mindset,

while other people see them as Josh does,

as qualities that can be developed; a growth mindset.

More important, Dr. Dweck discovered that these two different mindsets

lead to very different behaviors and results.

In a study she did with Dr. Lisa Blackwell,

several hundreds seventh graders were surveyed to determine

which mindset each student had, and then they were tracked for two years.

Results showed that the students with a growth mindset,

those who thought they could change their own intelligence

increased their grades over time.

While those with a fixed mindset did not.

You can see the trend, the gap in performance

just widens and widens over time.

The difference between these two groups: a different perspective on intelligence.

Other studies have shown similar effects for our mindset about other abilities

like problem solving, playing sports, managing people,

or anything else you'd like, dancing La Macarena.

The key to success is not simply effort, or focus, or resilience,

but it is the growth mindset that creates them,

the mindset itself is critical.

Research shows that when we directly try to build grit or persistence,

it's not nearly as effective as addressing the mindset that underlies them.

How many of us think of ourselves as not math people, or creative,

or sociable, or athletic, or conversely, that we are naturals?

If we are to fulfill our potential, we have to start thinking differently.

We have to realize we are not chained to our current capabilities.

Neuroscience shows the brain is very malleable.

And we can change our own ability to think and to perform.

In fact, many of the most accomplished people of our era

were thought of, by experts, to have no future.

People like Charles Darwin, Lucille Ball, Marcel Proust, and many others.

But they, along with all great achievers from Mozart to Einstein,

built their abilities.

But the key insight I would like you to walk away with today

is that when we realize that,

when we realize we can change our own abilities,

when we have a growth mindset, we bring our game to new levels.

So how does a growth mindset do that?

It turns out that there are physiological manifestations to mindset.

Brain scans show that for people with a fixed mindset,

the brain becomes most active when receiving information

about how the person performed such as a grade or a score.

But for people with a growth mindset, the brain becomes most active

when receiving information about what they could do better next time.

In other words,

people with a fixed mindset worry the most about how they are judged,

while those with a growth mindset focus the most on learning.

There are other consequences of mindset:

people with a fixed mindset see effort as a bad thing,

something that only people with low capabilities need,

while those with a growth mindset see effort as what makes us smart,

as the way to grow.

And when they hit a set back or a failure,

people with a fixed mindset tend to conclude that they are incapable.

So to protect their ego, they lose interest or withdraw.

We observe that as lack of motivation.

But behind it is a fixed mindset,

whereas people with a growth mindset

understand that set backs are part of growth.

So when they hit one, they find a way around it.

Like Josh Waitzkin did when he lost in chess or in martial arts.

Research clearly shows these effects of mindset.

In one study Dr. Dweck did with Dr. Claudia Mueller,

they had children do a set of puzzles,

and then they praised the kids.

To some of the kids, they said,

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

That's fixed mindset praise

because it portrays intelligence or abilities as a fixed quality.

To other kids they said,

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

That's growth mindset praise because it focuses on the process.

Then, they asked the kids,

"OK, what kind of puzzle would you like to do next? An easy one or a hard one?"

The majority of the kids who received the fixed mindset praise

chose to do the easy puzzle.

While the great majority of those who received the growth mindset praise

chose to do challenge themselves.

Then the researchers gave a hard puzzle to all of the kids

because they were interested in seeing

what confronting difficulty would do to their performance.

Look at what happened when the kids later went back

to the set of easier problems that they started with.

The kids who received the fixed mindset praise

did significantly worse than they had originally,

while those who received a growth mindset praise did better.

And to top it off,

at they very end, kids were asked to report their scores;

and the kids who received the fixed mindset praise

lied about their scores over three times more often

than those who received the growth mindset praise.

They did not have another way to cope with their failure.

The difference between these two groups:

one short little sentence.

How often do we praise kids for being smart or for being great at something?

We have been told that this will raise their self-esteem.

But instead, it puts them in a fixed mindset.

They become afraid of challenges,

and they lose confidence when things hit hard.

As Josh Waitzkin says,

"It is incredibly important for parents to make their feedback process related

as oppose to praising or criticizing talent.

If we win because we are winners,

then when we lose, it must make us losers."

These studies show not only the mechanisms by which mindset affects performance,

but they also show something else that is very important:

they show that we can change mindsets,

and that's important, because most of us have fixed mindsets about something.

Another study that showed that we can change mindsets

is one in which Dweck and Blackwell did a workshop with seventh graders

to instill a growth mindset in them.

As a result of the workshop, the students gained more interest in learning,

and they worked harder;

and as a result of that, their grades improved.

Other studies have shown that when we teach a growth mindset,

not only that it improves achievements for students as a whole

but it also narrows the achievement gap,

because the effects are most pronounced

for the students who face negative stereotypes

such as minority students, and girls in math.

I have spoken mostly about children, but mindsets affects all of us.

In our work places, managers with fixed mindsets don't welcome feedback as much,

and they don't mentor employees as much.

And employees with growth mindsets

about specific skills like negotiations

become far better at those skills than people with fixed views.

Mindsets can even help us solve big social issues.

A recent study showed

that when we expose Israelis and Palestinians

to the idea that groups can change,

they increase their attitudes towards towards one another,

they improve them.

and they enhance their willingness to compromise and to work for peace.

We also see the effects of mindsets on relationships, sports, health.

How is it possible that as a society,

we are not asking schools to develop a growth mindset in children?

Our myopic efforts to teach them facts, concepts,

and even critical critical thinking skills

is likely to fail,

if we don't also deliberately teach them the essential beliefs that will allow them

to succeed not only in school but also beyond.

There is a lot that we can do to change mindsets,

but here are three things that any of us can do to instill a growth mindset

in ourselves and in those around us.

First, recognize that the growth mindset is not only beneficial

but it is also supported by science.

Neuroscience shows that the brain changes and becomes more capable

when we work hard to improve ourselves.

Second, learn and teach others about how to develop our abilities.

Learn about deliberate practice and what makes for effective effort.

When we understand how to develop our abilities,

we strengthen our conviction that we are in charge of them.

And third, listen for your fixed mindset voice,

and when you hear it, talk back with a growth mindset voice.

If you hear, "I can't do it," add, "Yet."

My request to you today is that you share this knowledge

about the growth mindset with your family, friends, and schools

so that all of us can go and fulfill our potential.

Thank you.

(Applause)