Quotes About Motivation

Who cared about or enjoyed learning when our whole being was at stake every time she gave us a test or called on us in class?

For twenty years, my research has shown that the view you adopt for yourself profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you accomplish the things you value. How

You mean I don't have to be dumb?

his extreme love of learning and challenge.

If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don't have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.

If you work hard at something, you get out what you put in.

What can I learn from this? How can I improve? How can I help my partner do this better?

That's belief that partners have the potential for change should not be confused with the belief that the partner will change. The partner has to want to change, commit to change, and take concrete actions toward change.

In the growth mindset, it's almost inconceivable to want something badly, to think you have a chance to achieve it, and then do nothing about it. When it happens, the "I could have been" is heartbreaking, not comforting.

When students don't know how to do something and others do, the gap seems unbridgeable. Some educators try to reassure their students that they're just fine as they are. Growth-minded teachers tell students the truth and then give them the tools to close the gap.

Estas creencias pueden ser conscientes o inconscientes, pero influyen en lo que deseamos y determinan en gran parte si lo conseguimos o no.

Recuerda que alabar la inteligencia o el talento de los niños, por tentador que sea, envía un mensaje de mentalidad fija. Hace que su confianza y su motivación sean más frágiles. En su lugar, intenta enfocarte en los procedimientos que usan: sus estrategias, su esfuerzo, lo que eligen.

This is a wonderful feature of the growth mindset. You don't have to think you're already great at something to want to do it and to enjoy doing it.

We tell them that an ability can be learned and that the task will give them a chance to do that. Or we have them read a scientific article that teaches them the growth mindset. The article describes people who did not have natural ability, but who developed exceptional skills.

In all of my teaching, I think about what I find fascinating and what I would love to learn more about. I use my teaching to grow, and that makes me, even after all these years, a fresh and eager teacher.

Cuanto peor se sentían, tanto más motivadas se volvían y tanto más afrontaban los problemas que tenían frente a sí.

Como esse estudo era uma espécie de teste de QI, é possível dizer que elogiar a capacidade reduziu o QI dos alunos, e elogiar o esforço elevou-o.

It's a lot more difficult for me than I thought it would be, but it's what I want to do, so that only makes me more determined. When they tell me I can't, it really gets me going.' Challenge and interest went hand in hand.

Children with the growth mindset, on the other hand, couldn't tear themselves away from the hard problems. These were their favorites and these were the ones they wanted to take home. "Could you write down the name of these puzzles," one child asked, "so my mom can buy me some more when these ones run out?

Was Wooden a genius, a magician able to turn mediocre players into champions? Actually, he admits that in terms of basketball tactics and strategies, he was quite average. What he was really good at was analyzing and motivating his players. With these skills he was able to help his players fulfill their potential, not just in basketballl - but in life. Something he found even more rewarding than winning games.

I don't know how to get things started... It's like there's this great big wheel I've got to start rolling only I don't seem to have the muscles to get it going.

The specific tactics vary, but our efforts at self-justification are all designed to serve our need to feel good about what we have done, what we believe, and who we are.

Elliot predicted that if people go through a great deal of pain, discomfort, effort, or embarrassment to get something, they will be happier with that "something" than if it came to them easily. For behaviorists, this was a preposterous prediction. Why would people like anything associated with pain? But for Elliot, the answer was obvious: self-justification.

These findings do not mean that people enjoy painful experiences or that they enjoy things because they are associated with pain. What they mean is that if a person voluntarily goes through a difficult or painful experience in order to attain some goal or object, that goal or object becomes more attractive.