How To Praise Kids For Learning, Not Just Results

any parents believe that praising children for their intelligence and talent is the best way to build them up, but research by Carol Dweck suggests otherwise.

In a study involving fifth graders, those praised for their intelligence were likelier to have a fixed mindset and avoid challenging assignments. In contrast, those praised for their effort were more willing to take on complex tasks and improved their performance.

This highlights the importance of encouraging effort rather than innate abilities in children's development.

A study by Carol S. Deck found that when children believe their poor performance in school is due to a lack of ability, they are less motivated than if they thought it was due to a lack of effort.

Deck taught a group of children who struggled in math that their mistakes were due to lack of effort, not ability. As a result, the children learned to keep trying when faced with challenging problems and were able to solve many of them.

In contrast, another group of children rewarded for their success on easy issues did not improve their ability to solve more complex math problems. These findings suggest that emphasizing effort can help children overcome helplessness and succeed in school.

The Dangers of Praising Innate Ability

This article delves into the counterintuitive notion that praising solely innate intelligence or talent might hinder, rather than enhance, success. The story of Jonathan, a brilliant student who coasts through his early years but loses motivation later, is a prime example.

Intelligence does not guarantee success

Our society often mistakenly equates intelligence or talent with guaranteed success. This can lead to overemphasizing innate abilities and neglecting the crucial role of effort, perseverance, and a "growth mindset."

Research has found that students who persist do not dwell on their mistakes but instead view them as challenges to be solved.

In the 1970s, a study was conducted at the University of Illinois where fifth graders were asked to solve complex pattern-recognition problems while thinking aloud. Some students reacted negatively to their mistakes, and their problem-solving approaches suffered.

Other students focused on fixing their errors and improving their skills. These students tended to perform better in the study. Two students stood out: one said, "I love a challenge!" in the face of difficulty, " and another declared ", I was hoping this would be informative!"

These attitudes helped the students to perform better in their studies.

The Downside of "Giftedness"

Praising children solely for their innate abilities can create a dangerous illusion. They develop the belief that intelligence is fixed and not malleable, leading them to view challenges and learning opportunities as threats to their "giftedness" rather than stepping stones to growth.

Carol Dweck developed a theory that separates learners into two general classes: helpless versus mastery-oriented.

According to her research, those with a "fixed mindset" believe that intelligence is a fixed trait and mistakes are attributed to a lack of ability, making them feel powerless to change. They avoid challenges for fear of making more mistakes.

In contrast, mastery-oriented learners believe intelligence can be developed through education and hard work. They see challenges as opportunities to learn and believe that slip-ups can be remedied by more effort. Students with this growth mindset are likelier to succeed academically and outperform their counterparts.

The Power of a Growth Mindset

Fostering a growth mindset, which emphasizes effort, continuous learning, and embracing challenges as opportunities for improvement, empowers individuals to achieve their full potential.

This approach teaches them that intelligence and talent are not fixed but can be developed through hard work and dedication.

Research-backed evidence suggests that children with a growth mindset are more likely to persevere when faced with difficulties, demonstrating increased motivation, resilience, and achievement in academics and other aspects of life.

In a study published in early 2007, psychologists Lisa Blackwell of Columbia University and Kali H. Trzesniewski of Stanford University, along with Carol Dweck, monitored 373 students for two years during the transition to junior high school, when the work gets more complex and the grading more stringent.

They aimed to determine how the students' mindsets might affect their math grades. The students with a growth mindset felt that learning was a more important goal in school than getting good grades.

They held hard work in high regard, believing that the more you laboured at something, the better you would become at it. They understood that even geniuses have to work hard for their outstanding accomplishments.

When confronted with a setback such as a disappointing test grade, students with a growth mindset said they would study harder or try a different strategy for mastering the material.

On the other hand, the students with a fixed mindset were primarily concerned about looking bright and had little regard for learning. They had negative views of effort, believing that having to work hard at something was a sign of low ability.

They thought someone with talent or intelligence did not need to work hard to do well. Those with a fixed mindset attributed a bad grade to their lack of ability and said they would study less in the future, try never to take that subject again, and even consider cheating on future tests.

Beyond Children

This principle extends beyond children. Individuals in various fields, from athletes and professionals to individuals within relationships, can benefit from embracing a growth mindset.

Focusing on effort and continuous learning fosters resilience, adaptability, and a willingness to overcome challenges, leading to tremendous success and fulfilment in the long run.

According to a 1999 study of 168 first-year students at the University of Hong Kong, students with a growth mindset who scored poorly on their English proficiency exam were likelier to take a remedial English course than those with a fixed mindset.

Students with a fixed view of intelligence may be unwilling to acknowledge their deficiency and, therefore, miss the chance to improve.

A belief in fixed intelligence also makes people less willing to admit to errors or confront and remedy their deficiencies in school, work, and social relationships.- Carol Dweck

Managers who believe in personal growth are more likely to take feedback from their employees positively, according to research conducted by psychologists Peter Heslin, Don VandeWalle, and Gary Latham.

These managers know their ongoing learning and development and believe constructive criticism can help them improve. Managers with a fixed mindset may interpret feedback as negatively reflecting their abilities.

By promoting a growth mindset, managers can create a positive workplace environment that encourages growth, development, and success for themselves and their team.

Individuals who believe people can change and grow are more confident that confronting concerns in their relationships will lead to resolutions.

What is the best way to praise kids?

Proper Praise How do we transmit a growth mindset to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about math geniuses who were more or less born that way puts students in a fixed mindset.

Still, descriptions of great mathematicians who fell in love with math and developed unique skills engender a growth mindset.

Research has shown that intelligence, talent, and ability differ from person to person.

However, significant accomplishments and genius are often the result of years of passion and dedication rather than a natural gift. Mozart, Edison, Curie, Darwin, and Cézanne cultivated their talents through tremendous and sustained effort.

The same goes for school achievement, where hard work and discipline are more significant than IQ. 

If we foster a growth mindset in our homes and schools, however, we will give our children the tools to succeed in their pursuits and to become responsible employees and citizens. - Carol Dweck 

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