Book summary: mindset the new psychology of success.

By reading this summary you will get the understanding of this book very clearly.

Because in this post I have covered all chapter’s lessons.

Why do you have to read Mindset the new psychology of success book summary?

Reason: How we can learn to fulfill our potential.

Benefits: In this book summary, you’ll learn how a simple belief about yourself.

In fact, it permeates every part of your life.

Much of what you think of as your personality actually grows out of this “mindset.”

You’ll understand your mate, your boss, your friends, your kids. You’ll see how to unleash your potential—and your children’s.

Much of what may be preventing you from fulfilling your potential grows out of it.

This book is based on so much research.

Want to know how?

Favorite quote: “No matter what your ability is, the effort is what ignites that ability and turns it into accomplishment.”

Let’s get started.

For just 1 page of the mindset, book summary click here.

Chapter 1: The Mindsets

At the same time, scientists are learning that people have more capacity for lifelong learning and brain development than they ever thought.

Of course, each person has a unique genetic endowment.

People may start with different temperaments and different aptitudes, but it is clear that experience, training, and personal effort take them the rest of the way.

Robert Sternberg, the present-day guru of intelligence, writes that the major factor in whether people achieve expertise “is not some fixed prior ability, but purposeful engagement.”

Or, as his forerunner Binet recognized, it’s not always the people who start out the smartest who end up the smartest.

THE TWO MINDSETS

The first is: Believing that your qualities are carved in stone—the fixed mindset—creates an urgency to prove yourself over and over.

If you have only a certain amount of intelligence, a certain personality, and a certain moral character—well, then you’d better prove that you have a healthy dose of them.

There’s another mindset in which these traits are not simply a hand you’re dealt and have to live with, always trying to convince yourself and others that you have a royal flush when you’re secretly worried it’s a pair of tens.

This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others.

Chapter 2: INSIDE THE MINDSETS

When you enter a mindset, you enter a new world. In one world—the world of fixed traits—success is about proving you’re smart or talented.

Validating yourself. In the other—the world of changing qualities—it’s about stretching yourself to learn something new.

Developing yourself.

You have a choice. Mindsets are just beliefs. They’re powerful beliefs, but they’re just something in your mind, and you can change your mind.

Question: You keep talking about how the growth mindset makes people number one, the best, the most successful. Isn’t the growth mindset about personal development, not besting others?

However, this point is crucial: The growth mindset does allow people to love what they’re doing—and to continue to love it in the face of difficulties.

In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome.

Chapter 3: THE TRUTH ABOUT ABILITY AND ACCOMPLISHMENT

There are many myths about ability and achievement, especially about the lone, brilliant person suddenly producing amazing things.

This chapter is about the real ingredients of achievement. It’s about why some people achieve less than expected and why some people achieve more.

Created Equal?

Does this mean that anyone with the right mindset can do well? Are all children created equal?

Let’s take the second question first. No, some children are different.

Michael was one of the most precocious. He constantly played games involving letters and numbers, made his parents answer endless questions about letters and numbers, and spoke, read, and did math at an unbelievably early age.

Michael’s mother reports that at four months old, he said, “Mom, Dad, what’s for dinner?”

Michael must have started with a special ability, but, for me, the most outstanding feature is his extreme love of learning and challenge.

His parents could not tear him away from his demanding activities.

The same is true for every prodigy Winner describes. Most often people believe that the “gift” is the ability itself. Yet what feeds it is that constant, endless curiosity and challenge-seeking.

Can Everyone Do Well?

Now back to the first question. Is everyone capable of great things with the right mindset?

With the right mindset and the right teaching, people are capable of a lot more than we think.

Benjamin Bloom, an eminent educational researcher, studied 120 outstanding achievers. They were concert pianists, sculptors, Olympic swimmers, world[1]class tennis players, mathematicians, and research neurologists.

Most were not as remarkable as children and didn’t show clear talent before their training began in earnest. Even by early adolescence, you usually couldn’t predict their future accomplishment from their current ability.

Only their continued motivation and commitment, along with their network of support, took them to the top.

Bloom concludes, “After forty years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn if provided with the appropriate prior and current conditions of learning.”

He’s not counting the 2 to 3 percent of children who have severe impairments, and he’s not counting the top 1 to 2 percent of children at the other extreme including children like Michael. He is counting everybody else.

Think about your hero. Do you think of this person as someone with extraordinary abilities who achieved with little effort? Now go find out the truth.

Find out the tremendous effort that went into their accomplishment—and admire them more.

Read a more Detailed Book summary of GIVE AND TAKE by Adam Grant.

Chapter 4: SPORTS: THE MINDSET OF A CHAMPION

In sports, everybody believes in talent. Even—or especially—the experts.

In fact, sports is where the idea of “a natural” comes from—someone who looks like an athlete moves like an athlete and is an athlete, all without trying.

So great is the belief in natural talent that many scouts and coaches search only for naturals, and teams will vie with each other to pay exorbitant amounts to recruit them.

Billy Beane was a natural. Everyone agreed he was the next Babe Ruth. But Billy Beane lacked one thing. The mindset of a champion.

As much as our culture talks about individual effort and self-improvement, deep down, he argues, we revere the natural.

We like to think of our champions and idols as superheroes who were born different from us. We don’t like to think of them as relatively ordinary people who made themselves extraordinary.

Why not? To me, that is so much more amazing.

In sports, there are always do-or-die situations, when a player must come through or it’s all over. Jack Nicklaus, the famed golfer, was in these situations many times in his long professional career on the PGA Tour—where the tournament rested on his making a must-have shot.

If you had to guess, how many of these shots do you think he missed? The answer is one. One!

That’s the championship mentality. It’s how people who are not as talented as their opponents win games.

“To be good at sports you need to be naturally gifted.”

“To be successful in sports, you need to learn techniques and skills and practice them regularly.”

Those with the growth mindset were the ones who showed the most character or heart. They were the ones who had the minds of champions.

WHAT IS SUCCESS?

Finding #1: Those with the growth mindset found success in doing their best, in learning and improving.

And this is exactly what we find in the champions.

WHAT IS FAILURE?

Finding #2: Those with a growth mindset found setbacks motivating. They’re informative. They’re a wake-up call.

Chapter 5: BUSINESS: MINDSET AND LEADERSHIP

Robert Wood and Albert Bandura did a fascinating study with graduate students in business, many of whom had management experience. In their study, they created Enron-type managers and Wurtzel-type managers by putting people into different mindsets.

Wood and Bandura gave these budding business leaders a complex management task in which they had to run a simulated organization, a furniture company.

In this computerized task, they had to place employees in the right jobs and decide how best to guide and motivate these workers.

To discover the best ways, they had to keep revising their decisions based on the feedback they got about employee productivity.

The researchers divided the business students into two groups.

 One group was given a fixed mindset. They were told that the task measured their basic, underlying capabilities. The higher their capacity, the better their performance.

The other group was given a growth mindset.

 They were told that management skills were developed through practice and that the task would give them an opportunity to cultivate these skills.

The task was hard because students were given high production standards to meet, and—especially in their early attempts—they fell short. As at Enron, those with a fixed mindset did not profit from their mistakes.

But those with the growth mindset kept on learning. Not worried about measuring—or protecting—their fixed abilities, they looked directly at their mistakes, used the feedback, and altered their strategies accordingly.

They became better and better at understanding how to deploy and motivate their workers, and their productivity kept pace.

In fact, they ended up way more productive than those with a fixed mindset.

Chapter 6: RELATIONSHIPS: MINDSETS IN LOVE (OR NOT)

What was that about the course of true love never running smoothly? Well, the course of true love isn’t so smooth, either.

That path is often strewn with disappointments and heartbreaks. Some people let these experiences scar them and prevent them from forming satisfying relationships in the future.

Others are able to heal and move on. What separates them?

Mindsets add another dimension. They help us understand even more about why people often don’t learn the skills they need or use the skills they have.

Why do people throw themselves so hopefully into new relationships, only to undermine themselves? Why love often turns into a battlefield where the carnage is staggering?

And, most important, they help us understand why some people are able to build lasting and satisfying relationships.

Read a more Detailed Book summary of THE MAGIC OF THINKING BIG by David J Schwartz

MINDSETS OF FALLING IN LOVE

So far, having a fixed mindset has meant believing your personal traits are fixed. But in relationships, two more things enter the picture—your partner and the relationship itself.

“Every marriage demands an effort to keep it on the right track; there is a constant tension… between the forces that hold you together and those that can tear you apart.”

As with personal achievement, this belief—that success should not need effort —robs people of the very thing they need to make their relationship thrive.

It’s probably why so many relationships go stale—because people believe that being in love means never having to do anything taxing.

Few things can make partners more furious than having their rights violated.

And few things can make a partner more furious than having the other feel entitled to something you don’t think is coming to them.

John Gottman reports: “I’ve interviewed newlywed men who told me with pride, ‘I’m not going to wash the dishes, no way.

That’s a woman’s job.’ Two years later the same guys ask me, ‘Why don’t my wife and I have sex anymore?’

Chapter 7: PARENTS, TEACHERS, AND COACHES: WHERE DO MINDSETS COME FROM?

No parent thinks, “I wonder what I can do today to undermine my children, subvert their effort, turn them off learning, and limit their achievement.” Of course not.

They think, “I would do anything, give anything, to make my children successful.” Yet many of the things they do boomerang.

Their helpful judgments, their lessons, and their motivating techniques often send the wrong message.

In fact, every word and action can send a message. It tells children—or students, or athletes—how to think about themselves.

It can be a fixed-mindset message that says: You have permanent traits and I’m judging them. Or it can be a growth-mindset message that says: You are a developing person and I am committed to your development.

The author shares an example: Several years ago my husband and I spent two weeks in Provence, in the south of France. Everyone was wonderful to us—very kind and very generous.

But on the last day, we drove to Italy for lunch. When we got there and found a little family restaurant, tears started streaming down my face.

I felt so nurtured. I said to David, “You know, in France, when they’re nice to you, you feel like you’ve passed a test.

But in Italy, there is no test.” Parents and teachers who send fixed-mindset messages are like France, and parents and teachers who send growth-mindset messages are like Italy.

PARENTS (AND TEACHERS): MESSAGES ABOUT SUCCESS AND FAILURE

Messages About Success Listen for the messages in the following examples:

“You learned that so quickly! You’re so smart!”

“Look at that drawing. Martha, is he the next Picasso or what?”

“You’re so brilliant, you got an A without even studying!”

If you’re like most parents, you hear these as supportive, esteem-boosting messages.

But listen more closely. See if you can hear another message.

It’s the one that children hear:

If I don’t learn something quickly, I’m not smart.

I shouldn’t try drawing anything hard or they’ll see I’m no Picasso.

I’d better quit studying or they won’t think I’m brilliant.

Read a more Detailed Book summary of “The power of positive thinking” by Norman Vincent Peale

Chapter 8: CHANGING MINDSETS

In my work, I see lots of young children like this—bright, seemingly resourceful children who are paralyzed by setbacks.

In some of our studies, they just have to take the simplest action to make things better. But they don’t.

These are the young children with a fixed mindset. When things go wrong, they feel powerless and incapable.

Even now, when something goes wrong or when something promising seems to be slipping away, I still have a passing feeling of powerlessness.

Does that mean I haven’t changed? No, it means that change isn’t like surgery.

Even when you change, the old beliefs aren’t just removed like a worn-out hip or knee and replaced with better ones.

Instead, the new beliefs take their place alongside the old ones, and as they become stronger, they give you a different way to think, feel, and act.

Many people think of the brain as a mystery.

They don’t know much about intelligence and how it works. When they do think about what intelligence is, many people believe that a person is born either smart, average, or dumb—and stays that way for life.

But new research shows that the brain is more like a muscle—it changes and gets stronger when you use it.

And scientists have been able to show just how the brain grows and gets stronger when you learn.

Whether people change their mindset in order to further their careers, heal from a loss, help their children thrive, lose weight, or control their anger, change needs to be maintained.

It’s amazing—once a problem improves, people often stop doing what caused it to improve. Once you feel better, you stop taking your medicine.

But change doesn’t work that way. When you’ve lost weight, the issue doesn’t go away. Or when your child starts to love learning, the problem isn’t solved forever.

Or when you and your partner start communicating better, that’s not the end of it. These changes have to be supported or they can go away faster than they appeared.

Thank you for your time.