SCHOOL MATTERS  学校事务

Transforming Students’ Motivation to Learn
转变学生的学习动机
Carol S. Dweck 卡罗尔·S·德韦克

This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
这是我们大脑一个激动人心的时刻。越来越多的研究表明，我们的大脑随着学习和经验不断变化，这种变化贯穿我们的一生。

Does this have implications for students’ motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains - whether they see their intelligence as something that’s fixed or something that can grow and change has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
这对学生的动机和学习有影响吗？当然有。在我与研究生合作的研究中，我们已经表明，学生对自己大脑的看法——他们是否认为自己的智力是固定的，还是可以成长和变化的——对他们的动机、学习和学业成就有深远的影响（Dweck，2006）。这些不同的信念或心态创造了不同的心理世界：一个是学生害怕挑战并因挫折而沮丧，另一个是学生乐于接受挑战并在挫折面前表现出韧性。

How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you
这些心态是如何运作的？这些心态是如何传达给学生的？最重要的是，它们能被改变吗？在我们回答这些问题时，您

Photoillustration: Michael Northrup will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students’ achievement. You will also learn how praise can have a negative effect on students’ mindsets, harming their motivation to learn.
照片插图：迈克尔·诺思罗普将理解为什么如此多的学生未能发挥他们的潜力，为什么许多聪明的学生在学校变得具有挑战性时停止努力，以及为什么刻板印象对学生的成就有如此深远的影响。您还将了解到，赞扬如何对学生的心态产生负面影响，损害他们的学习动机。

Many students believe that intelligence is fixed, that each person has a certain amount and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence).
许多学生认为智力是固定的，每个人都有一定的智力，便是如此。我们称之为固定心态，正如你将看到的，拥有这种心态的学生担心自己拥有多少固定智力。固定心态使挑战对学生来说变得具有威胁性（因为他们认为自己的固定能力可能无法应对任务），而且使错误和失败令人沮丧（因为他们认为这样的挫折会对他们的固定智力水平产生负面影响）。

Other students believe that intelligence is something that can be cultivated through effort and education. They don’t necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they understand that even Einstein wasn’t Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting
其他学生认为智力是可以通过努力和教育培养的东西。他们不一定相信每个人都有相同的能力，也不认为任何人都能像爱因斯坦一样聪明，但他们确实相信每个人都可以提高自己的能力。他们明白，即使是爱因斯坦，在付出多年专注的努力之前也不是爱因斯坦。简而言之，拥有这种成长心态的学生相信智力是一种可以通过学习实现的潜力。因此，面对挑战，获益。
from mistakes, and persevering in the face of setbacks become ways of getting smarter.
从错误中学习，并在挫折面前坚持不懈，成为变得更聪明的方法。

To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition - the transition to seventh grade. This is when the academic work often gets much harder, the grading gets stricter, and the school environment gets less personalized with students moving from class to class. As the students entered seventh grade, we measured their mindsets (along with a number of other things) and then we monitored their grades over the next two years.
为了理解这些心态所创造的不同世界，我们跟踪了几百名学生在一个困难的学校过渡期——进入七年级的过渡期。这时，学业往往变得更加困难，评分变得更加严格，学校环境也变得不那么个性化，因为学生们在不同的课堂之间移动。当学生们进入七年级时，我们测量了他们的心态（以及其他一些因素），然后在接下来的两年中监测他们的成绩。

The first thing we found was that students with different mindsets cared about different things in school. Those with a growth mindset were much more interested in learning than in just looking smart in school. This was not the case for students with a fixed mindset. In fact, in many of our studies with students from preschool age to college age, we find that students with a fixed mindset care so much about how smart they will appear that they often reject learning opportunities even ones that are critical to their success (Cimpian, et al., 2007; Hong, et al., 1999; Nussbaum and Dweck, 2008; Mangels, et al., 2006).
我们发现的第一件事是，不同心态的学生在学校关心的事情不同。拥有成长心态的学生对学习的兴趣远大于仅仅在学校看起来聪明。这对于拥有固定心态的学生来说并非如此。事实上，在我们对从学前班到大学生的许多研究中，我们发现固定心态的学生非常在意自己看起来有多聪明，以至于他们常常拒绝学习机会，即使这些机会对他们的成功至关重要（Cimpian 等，2007；Hong 等，1999；Nussbaum 和 Dweck，2008；Mangels 等，2006）。

Next, we found that students with the two mindsets had radically different beliefs about effort. Those with a growth mindset had a very straightforward (and correct) idea of effort - the idea that the harder you work, the more your ability will grow and that even geniuses have had to work hard for their accomplishments. In contrast, the students with the fixed mindset believed that if you worked hard it meant that you didn’t have ability, and that things would just come naturally to you if you did. This means that every time something is hard for them and requires effort, it’s both a threat and a bind. If they work hard at it that means that they aren’t good at it, but if they don’t work hard they won’t do well. Clearly, since just about every worthwhile pursuit involves effort over a long period of time, this is a potentially crippling belief, not only in school but also in life.
接下来，我们发现拥有这两种心态的学生对努力有着截然不同的信念。拥有成长心态的学生对努力有着非常直接（且正确）的理解——即越努力，能力就会越增长，甚至天才也必须为他们的成就付出努力。相反，拥有固定心态的学生认为，如果你努力工作，那就意味着你没有能力，而如果你不努力，事情就会自然而然地发生。这意味着每当他们遇到困难并需要付出努力时，这既是威胁也是束缚。如果他们努力去做，那就意味着他们不擅长这件事，但如果他们不努力，就不会做得好。显然，由于几乎每一项有价值的追求都涉及长期的努力，这种信念在学校和生活中都是一种潜在的致命信念。

Students with different mindsets also had very different reactions to setbacks. Those with growth mindsets reported that, after a setback in school, they would simply study more or study differently the next time. But those with fixed mindsets were more likely to say that they would feel dumb, study less the next time, and seriously consider cheating. If you feel dumb - permanently dumb - in an academic area, there is no good way to bounce back and be successful in the future. In a growth mindset, however, you can make a plan of positive action that can remedy a deficiency. (Hong. et al., 1999; Nussbaum and Dweck, 2008; Heyman, et al., 1992)
不同心态的学生对挫折的反应也大相径庭。拥有成长心态的学生报告称，在学校遇到挫折后，他们会在下次简单地多学习或以不同的方式学习。但拥有固定心态的学生更可能表示，他们会感到愚蠢，下次学习更少，并认真考虑作弊。如果你在某个学术领域感到愚蠢——永久性愚蠢——就没有好的方法可以反弹并在未来取得成功。然而，在成长心态下，你可以制定一个积极行动的计划来弥补不足。

Finally, when we looked at the math grades they went on to earn, we found that the students with a growth mindset had pulled ahead. Although both groups had started seventh grade with equivalent achievement test scores, a growth mindset quickly propelled students ahead of their fixed-mindset peers, and this gap only increased over the two years of the study.
最后，当我们查看他们获得的数学成绩时，我们发现拥有成长心态的学生已经领先。尽管两个组在进入七年级时的成就测试分数相当，但成长心态迅速使学生超越了固定心态的同龄人，而这种差距在为期两年的研究中只会加大。

In short, the belief that intelligence is fixed dampened students’ motivation to learn, made them afraid of effort, and made them want to quit after a setback. This is why so many bright students stop working when school becomes hard. Many bright students find grade school easy and coast to success early on. But later on, when they are challenged, they struggle. They don’t want to make mistakes and feel dumb - and, most of all, they don’t want to work hard and feel dumb. So they simply retire.
简而言之，认为智力是固定的信念抑制了学生的学习动机，使他们害怕付出努力，并在遭遇挫折后想要放弃。这就是为什么许多聪明的学生在学校变得困难时停止努力的原因。许多聪明的学生觉得小学很简单，轻松取得成功。但后来，当他们面临挑战时，他们就会挣扎。他们不想犯错误，觉得自己愚蠢——最重要的是，他们不想努力工作却觉得自己愚蠢。因此，他们干脆选择退缩。

It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks.
相信智力可以发展的观念使学生们热爱学习，信任努力的力量，并对挫折做出积极、坚定的反应。

In the 1990s, parents and schools decided that the most important thing for kids to have was self-esteem. If children felt good about themselves, people believed, they would be set for life. In some quarters, self-esteem in math seemed to become more important than knowing math, and self-esteem in English seemed to become more important than reading and writing. But the biggest mistake was the belief that you could simply hand children self-esteem by telling them how smart and talented they are. Even though this is such an intuitively appealing idea, and even though it was exceedingly wellintentioned, I believe it has had disastrous effects.
在 1990 年代，父母和学校决定，孩子们最重要的东西是自尊心。如果孩子们对自己感到良好，人们相信，他们就会一生受益。在某些方面，数学中的自尊似乎变得比掌握数学更重要，而英语中的自尊似乎变得比阅读和写作更重要。但最大的错误是相信你可以通过告诉孩子们他们有多聪明和有才华来简单地赋予他们自尊心。尽管这是一个直观上很有吸引力的想法，尽管它的出发点极其良好，但我相信它产生了灾难性的后果。

In the 1990s, we took a poll among parents and found that almost 85 percent endorsed the notion that it was necessary to praise their children’s abilities to give them confidence and help them achieve. Their children are now in the workforce and we are told that young workers cannot last through the day without being propped up by praise, rewards, and recognition. Coaches are asking me where all the coachable athletes have gone. Parents ask me why their children won’t work hard in school.
在 1990 年代，我们对父母进行了调查，发现几乎 85%的父母支持赞美孩子能力的观点，以增强他们的自信心并帮助他们取得成就。现在他们的孩子已经进入职场，我们被告知年轻员工在没有赞美、奖励和认可的支持下无法坚持一天。教练们问我那些可教的运动员都去哪儿了。父母问我为什么他们的孩子在学校不努力。

Could all of this come from well-meant praise? Well, we were suspicious of the praise movement at the time. We had already seen in our research that it was the most vulnerable children who were already obsessed with their intelligence and chronically worried about how smart they were. What if praising intelligence made all children concerned about their intelligence? This kind of praise might tell them that having high intelligence and talent is the most important thing and is what makes you valuable. It might tell them that intelligence is just something you have and not something you develop. It might deny the role of effort and dedication in achievement. In short, it might promote a fixed mindset with all of its vulnerabilities.
这一切可能都是出于好意的赞美吗？好吧，我们当时对赞美运动持怀疑态度。我们在研究中已经看到，最脆弱的孩子们已经对自己的智力产生了痴迷，并且长期担心自己有多聪明。如果赞美智力让所有孩子都关注自己的智力呢？这种赞美可能会告诉他们，拥有高智力和天赋是最重要的，是让你有价值的原因。它可能会告诉他们，智力只是你拥有的东西，而不是你可以发展的东西。它可能会否认努力和奉献在成就中的作用。简而言之，它可能会促进一种固定心态，带来所有的脆弱性。

The wonderful thing about research is that you can put questions like this to the test — and we did (Kamins and Dweck, 1999; Mueller and Dweck, 1998). We gave two groups of children problems from an IQ test, and we praised them. We praised the children in one group for their intelligence, telling them, “Wow, that’s a really good score. You must be smart at this.” We praised the children in another group for their effort: “Wow, that’s a really good score. You must have worked really hard.” That’s all we did, but the results were dramatic. We did studies like this with children of different ages and ethnicities from around the country, and the results were the same.
研究的奇妙之处在于你可以对这样的问题进行测试——我们确实这样做了（Kamins 和 Dweck，1999；Mueller 和 Dweck，1998）。我们给两个组的孩子们提供了智商测试中的问题，并对他们进行了表扬。我们对一组孩子表扬他们的智力，告诉他们：“哇，真是个好分数。你一定很聪明。”我们对另一组孩子表扬他们的努力：“哇，真是个好分数。你一定非常努力。”我们就这样做了，但结果却非常显著。我们对来自全国不同年龄和种族的孩子进行了类似的研究，结果都是一样的。

Here is what happened with fifth graders. The children praised for their intelligence did not want to learn. When we offered them a challenging task that they could learn from, the majority opted for an easier one, one on which they could avoid making mistakes. The children praised for their effort wanted the task they could learn from.
这里发生在五年级学生身上的事情。那些因聪明而受到赞扬的孩子不想学习。当我们给他们提供一个可以学习的挑战性任务时，大多数人选择了一个更简单的任务，以避免犯错。而那些因努力而受到赞扬的孩子则希望得到一个可以学习的任务。

The children praised for their intelligence lost their confidence as soon as the problems got more difficult. Now, as a group, they thought they weren’t smart. They also lost their enjoyment, and, as a result, their performance plummeted. On the other hand, those praised for effort maintained their confidence, their motivation, and their performance. Actually, their performance improved over time such that, by the end, they were performing substantially better than the intelligence-praised children on this IQ test.
孩子们因聪明而受到赞扬，但当问题变得更困难时，他们失去了信心。现在，作为一个群体，他们认为自己不聪明。他们也失去了乐趣，因此表现急剧下降。另一方面，那些因努力而受到赞扬的孩子保持了信心、动力和表现。实际上，他们的表现随着时间的推移而改善，以至于到最后，他们在这项智商测试中的表现明显优于那些因聪明而受到赞扬的孩子。

Finally, the children who were praised
最后，受到表扬的孩子们

We praised the children in one group for their intelligence, telling them, “Wow, that’s a really good score. You must be smart at this.” We praised the children in the other group for their effort: “Wow, that’s a really good score. You must have worked really hard.” That’s all we did, but the results were dramatic. for their intelligence lied about their scores more often than the children who were praised for their effort. We asked children to write something (anonymously) about their experience to a child in another school and we left a little space for them to report their scores. Almost 40 percent of the intelligence-praised children elevated their scores, whereas only 12 or 13 percent of children in the other group did so. To me this suggests that, after students are praised for their intelligence, it’s too humiliating for them to admit mistakes.
我们赞扬了一组孩子的聪明才智，告诉他们：“哇，真是个好分数。你们一定很聪明。”我们则赞扬了另一组孩子的努力：“哇，真是个好分数。你们一定很努力。”我们只做了这些，但结果却非常显著。那些因聪明才智而受到赞扬的孩子比那些因努力而受到赞扬的孩子更常夸大自己的分数。我们让孩子们匿名写下他们的经历，并留出一点空间让他们报告自己的分数。几乎 40%的被赞扬聪明的孩子提高了自己的分数，而另一组孩子中只有 12%或 13%的人这样做。对我来说，这表明，在学生因聪明才智而受到赞扬后，承认错误对他们来说太过羞辱。

The results were so striking that we repeated the study five times just to be sure, and each time roughly the same things happened. Intelligence praise, compared to effort (or “process”) praise, put children into a fixed mindset. Instead of giving them confidence, it made them fragile, so much so that a brush with difficulty erased their confidence, their enjoyment, and
结果非常显著，以至于我们重复进行了五次研究以确保准确性，每次大致发生的事情都是一样的。与努力（或“过程”）赞美相比，智力赞美使孩子们形成了固定心态。它没有给他们信心，反而让他们变得脆弱，以至于一遇到困难就抹去了他们的信心和乐趣，
their good performance, and made them ashamed of their work. This can hardly be the self-esteem that parents and educators have been aiming for.
他们的良好表现让他们对自己的工作感到羞愧。这几乎不是父母和教育工作者所追求的自尊。

Often, when children stop working in school, parents deal with this by reassuring their children how smart they are. We can now see that this simply fans the flames. It confirms the fixed mindset and makes kids all the more certain that they don’t want to try something difficult — something that could lose them their parents’ high regard.
通常，当孩子在学校停止学习时，父母通过安慰孩子们他们有多聪明来应对这种情况。我们现在可以看到，这只是火上浇油。它确认了固定心态，使孩子们更加确信他们不想尝试困难的事情——那些可能会让他们失去父母高度评价的事情。

How should we praise our students? How should we reassure them? By focusing them on the process they engaged in their effort, their strategies, their concentration, their perseverance, or their improvement.
我们应该如何赞美我们的学生？我们应该如何安慰他们？通过关注他们在努力过程中所投入的过程、他们的策略、他们的专注、他们的毅力或他们的进步。
“You really stuck to that until you got it. That’s wonderful!”
“你真的坚持到了最后，真了不起！”
“It was a hard project, but you did it one step at a time and it turned out great!”
“这是一个艰难的项目，但你一步一步地完成了，结果非常棒！”
“I like how you chose the tough problems to solve. You’re really going to stretch yourself and learn new things.”
“我喜欢你选择了困难的问题来解决。你真的会挑战自己，学习新东西。”
“I know that school used to be a snap for you. What a waste that was. Now you really have an opportunity to develop your abilities.”
“我知道学校对你来说曾经很简单。真是太浪费了。现在你真的有机会发展你的能力。”

Can a growth mindset be taught directly to kids? If it can be taught, will it enhance their motivation and grades? We set out to answer this question by creating a growth mindset workshop (Blackwell, et al., 2007). We took seventh graders and divided them into two groups. Both groups got an eight-session workshop full of great study skills, but the “growth mindset group” also got lessons in the growth mindset - what it was and how to apply it to their schoolwork. Those lessons began with an article called “You Can Grow Your Intelligence: New Research Shows the Brain Can Be Developed Like a Muscle.” Students were mesmerized by this article and its message. They loved the idea that the growth of their brains was in their hands.
可以直接教孩子们成长心态吗？如果可以教，它会增强他们的动机和成绩吗？我们通过创建一个成长心态研讨会来回答这个问题（Blackwell 等，2007）。我们将七年级学生分成两组。两组都参加了一个包含优秀学习技能的八节课的研讨会，但“成长心态组”还学习了成长心态的课程——它是什么以及如何将其应用于他们的学业。这些课程以一篇名为“你可以提升你的智力：新研究表明大脑可以像肌肉一样发展”的文章开始。学生们被这篇文章及其信息深深吸引。他们喜欢自己大脑成长掌握在自己手中的想法。

This article and the lessons that followed changed the terms of engagement for students. Many students had seen school as a place where they performed and were judged, but now they understood that they had an active role to play in the development of their minds. They got to work, and by the end of the semester the growth-mindset group showed a significant increase in their math grades. The control group - the group that had gotten eight sessions of study skills showed no improvement and continued to decline. Even though they had learned many useful study skills, they did not have the motivation to put them into practice.
这篇文章及其后续的课程改变了学生的参与方式。许多学生曾将学校视为一个表演和被评判的地方，但现在他们明白自己在思维发展中扮演着积极的角色。他们开始努力工作，到学期末，成长型思维组的数学成绩显著提高。对照组——接受了八次学习技能培训的组别则没有任何改善，成绩继续下降。尽管他们学到了许多有用的学习技能，但却没有动力去实践这些技能。

The teachers, who didn’t even know there were two different groups, singled out students in the growth-mindset group as showing clear changes in their motivation. They reported that these students were now far more engaged with their schoolwork and were putting considerably more effort into their classroom learning, homework, and studying.
老师们甚至不知道有两个不同的群体，他们特别指出成长型思维组的学生在动机上表现出明显的变化。他们报告说，这些学生现在对学业的参与度大大提高，课堂学习、家庭作业和复习的投入也明显增加。

Joshua Aronson, Catherine Good, and their colleagues had similar findings (Aronson, Fried, and Good, 2002; Good, Aronson, and Inzlicht, 2003). Their studies and ours also found that negatively stereotyped students (such as girls in math, or African-American and Hispanic students in math and verbal areas) showed substantial benefits from being in a growthmindset workshop. Stereotypes are typically fixed-mindset labels. They imply that the trait or ability in question is fixed and that some groups have it and others don’t. Much of the harm that stereotypes do comes from the fixed-mindset message they send. The growth mindset, while not denying that performance differences might exist, portrays abilities as acquirable and sends a particularly encouraging message to students who have been negatively stereotyped - one that they respond to with renewed motivation and engagement.
约书亚·阿伦森、凯瑟琳·古德及其同事有类似的发现（阿伦森、弗里德和古德，2002；古德、阿伦森和因兹利希特，2003）。他们的研究和我们的研究也发现，受到负面刻板印象影响的学生（例如数学中的女孩，或在数学和语言领域的非裔美国人和西班牙裔学生）在参与成长心态研讨会时获得了显著的好处。刻板印象通常是固定心态的标签。它们暗示所讨论的特质或能力是固定的，并且某些群体拥有这些特质，而其他群体则没有。刻板印象造成的许多伤害来自于它们传递的固定心态信息。成长心态虽然不否认可能存在的表现差异，但将能力视为可获得的，并向受到负面刻板印象影响的学生传递了特别鼓舞人心的信息——这种信息使他们以更新的动力和参与感作出回应。

Inspired by these positive findings, we started to think about how we could make a growth mindset workshop more widely
受到这些积极发现的启发，我们开始思考如何让成长型思维研讨会更广泛地开展

NAIS - Brainology NAIS - 脑学
available. To do this, we have begun to develop a computer-based program called “Brainology.” In six computer modules, students learn about the brain and how to make it work better. They follow two hip teens through their school day, learn how to confront and solve schoolwork problems, and create study plans. They visit a state-of-the-art virtual brain lab, do brain experiments, and find out such things as how the brain changes with learning - how it grows new connections every time students learn something new. They also learn how to use this idea in their schoolwork by putting their study skills to work to make themselves smarter.
可用。为此，我们开始开发一个名为“脑学”的计算机程序。在六个计算机模块中，学生们学习大脑以及如何让它更好地运作。他们跟随两个时髦的青少年度过学校的一天，学习如何面对和解决学习问题，并制定学习计划。他们参观一个最先进的虚拟大脑实验室，进行大脑实验，了解大脑如何随着学习而变化——每当学生学习新知识时，它都会增长新的连接。他们还学习如何将这一理念应用于学习中，通过运用学习技能来提升自己的智力。

We pilot-tested Brainology in 20 New York City schools. Virtually all of the students loved it and reported (anonymously) the ways in which they changed their ideas about learning and changed their learning and study habits. Here are some things they said in response to the question, “Did you change your mind about anything?”
我们在 20 所纽约市的学校进行了 Brainology 的试点测试。几乎所有学生都喜欢它，并匿名报告了他们如何改变了对学习的看法以及改变了学习和学习习惯。以下是他们在回答“你对任何事情改变了看法吗？”这个问题时所说的一些内容：

I did change my mind about how the brain works…I will try harder because I know that the more you try, the more your brain works.
我改变了对大脑运作方式的看法……我会更加努力，因为我知道你越努力，你的大脑就会越活跃。

Yes… I imagine neurons making connections in my brain and I feel like I am learning something.
是的……我想象着神经元在我大脑中建立连接，我感觉自己在学习一些东西。
My favorite thing from Brainology is the neurons part where when u learn something, there are connections and they keep growing. I always picture them when I’m in school.
我最喜欢 Brainology 中的神经元部分，当你学习某样东西时，会有连接并不断增长。我在上学时总是想象它们。

Teachers also reported changes in their students, saying that they had become more active and eager learners: “They offer to practice, study, take notes, or pay attention to ensure that connections will be made.”
教师们还报告了学生的变化，称他们变得更加积极和渴望学习：“他们主动练习、学习、做笔记，或者专注以确保建立联系。”

In our society, we seem to worship talent - and we often portray it as a gift. Now we can see that this is not motivating to our students. Those who think they have this gift expect to sit there with it and be successful. When they aren’t successful, they get defensive and demoralized, and often opt out. Those who don’t think they have the gift also become defensive and demoralized, and often opt out as well.
在我们的社会中，我们似乎崇拜才能——并且我们常常将其视为一种天赋。现在我们可以看到，这对我们的学生并没有激励作用。那些认为自己拥有这种天赋的人期待坐在那里并取得成功。当他们没有成功时，他们会变得防御和沮丧，常常选择放弃。那些不认为自己有天赋的人也会变得防御和沮丧，常常也会选择放弃。

We need to correct the harmful idea that people simply have gifts that transport them to success, and to teach our students that no matter how smart or talented someone is - be it Einstein, Mozart, or Michael Jordan - no one succeeds in a big way without enormous amounts of dedication and effort. It is through effort that people build their abilities and realize their potential. More and more research is showing there is one thing that sets the great successes apart from their equally talented peers - how hard they’ve worked (Ericsson, et al., 2006).
我们需要纠正这样一种有害的观念：人们仅仅依靠天赋就能获得成功，并教导我们的学生，无论一个人多么聪明或有才华——无论是爱因斯坦、莫扎特还是迈克尔·乔丹——没有人能够在大规模上取得成功，而不付出巨大的奉献和努力。正是通过努力，人们才能建立自己的能力，实现他们的潜力。越来越多的研究表明，伟大的成功与同样有才华的同行之间有一个区别——他们付出了多少努力（埃里克森等，2006）。

Next time you’re tempted to praise your students’ intelligence or talent, restrain yourself. Instead, teach them how much fun a challenging task is, how interesting and informative errors are, and how great it is to struggle with something and make progress. Most of all, teach them that by taking on challenges, making mistakes, and putting forth effort, they are making themselves smarter.
下次当你想赞美学生的聪明才智或天赋时，请克制自己。相反，教他们挑战任务是多么有趣，错误是多么有趣和有启发性，以及努力克服困难和取得进步是多么伟大。最重要的是，教他们通过接受挑战、犯错误和付出努力，他们正在让自己变得更聪明。

Carol S. Dweck is the Lewis and Virginia Eaton Professor of Psychology at Stanford University and the author of Mindset: The New Psychology of Success (Random House, 2006).
卡罗尔·S·德韦克是斯坦福大学路易斯和维吉尼亚·伊顿心理学教授，也是《心态：成功的新心理学》（兰登书屋，2006）的作者。

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