In her well-known research, Carol Dweck has documented how individuals' attitudes about intelligence affect their behavior and achievement. People with a fixed mindset, she writes, believe that intelligence is inborn and unchangeable, whereas those with a growth mindset believe that intelligence can grow through practice and effort. In this article, Dweck discusses how teachers can design and present learning tasks in ways that foster a growth mindset. Such teachers praise the learning process rather than the students' ability, convey to students the joy of tackling challenging learning tasks, and highlight students' progress and effort.