The Perils And Promises Of Praisecarol S Dweckthe Wrong Kind Of Prais
The article explores how different types of praise impact student motivation, resilience, and achievement. It challenges the common belief that praising intelligence builds confidence and instead emphasizes that such praise can foster a fixed mindset, leading to self-defeating behaviors. Conversely, praising effort and process encourages a growth mindset, promoting resilience and a love of learning.
Research indicates that students' beliefs about their intelligence—whether it is fixed or malleable—play a crucial role in how they approach learning tasks. Those who believe intelligence is fixed tend to seek tasks that affirm their innate ability, avoid challenges, and are easily discouraged by setbacks. In contrast, students who view intelligence as developable through effort are more inclined to embrace challenges, persist through difficulties, and recover from failures.
Initiatives aimed at fostering a growth mindset have demonstrated significant positive outcomes. For instance, interventions teaching students about the brain's plasticity and how effort leads to increased intelligence have led to improvements in grades, motivation, and attitudes toward learning. Furthermore, praise focused on effort and strategies, rather than innate ability, helps sustain students' motivation and resilience in the face of difficulties, ultimately fostering a more adaptive approach to learning.
Overall, the article advocates shifting from praising innate intelligence to emphasizing effort, process, and perseverance. This approach nurtures a growth mindset, which sustains motivation, enhances learning outcomes, and prepares students to face challenges with confidence. Educators are encouraged to implement interventions and classroom strategies that reinforce these principles to cultivate resilient, motivated learners in a challenging academic environment.
Paper For Above instruction
John D. Carter
Understanding the Influence of Praise on Student Motivation: Fostering Growth Through Effort-Based Feedback
Introduction
In educational psychology, the concept of motivation plays a pivotal role in shaping learning outcomes. While praise is often employed as a motivational tool, recent research underscores the importance of its nature and focus. Carol S. Dweck's seminal work highlights that praise emphasizing innate
intelligence—or a fixed mindset—may inadvertently hinder learning and resilience. Conversely, praise centered on effort and process can foster a growth mindset, leading to improved motivation, persistence, and academic achievement. This paper synthesizes the key findings of Dweck's research, explores the mechanisms through which praise influences mindset and behavior, and discusses practical strategies for educators to promote growth-oriented motivation among students.
Understanding Fixed and Growth Mindsets
The foundation of Dweck's paradigm centers on two distinct beliefs about intelligence: the fixed mindset and the growth mindset. Students with a fixed mindset perceive intelligence as an immutable trait—something they are born with, incapable of change. These students tend to value achievement as a reflection of their inherent ability, leading them to seek tasks that affirm their competence and avoid challenges that might expose their limitations (Dweck, 1999). Such students are more prone to fear failure, shy away from difficult tasks, and respond defensively to setbacks, often attributing failures to a lack of innate ability.
Conversely, students with a growth mindset believe that intelligence can be developed through effort, strategy, and perseverance. They view challenges as opportunities for growth, embrace mistakes as part of the learning process, and are resilient in the face of difficulty (Dweck, 2006). Neuroscientific evidence supports the malleability of the brain, suggesting that effort enhances neural connections and cognitive capacity (Doidge, 2007; Sternberg, 2005). Recognizing the plasticity of intelligence underscores the importance of fostering a growth-oriented attitude.
The Impact of Praise on Mindset Formation
Research demonstrates that the type of praise students receive significantly influences their mindset. When teachers praise intelligence—e.g., "You're so smart"—it reinforces the fixed view of ability, leading students to develop a fixed mindset. Such praise makes students increasingly concerned with how they are perceived in terms of innate ability, which fuels fear of failure, avoidance of challenging tasks, and a tendency to hide errors (Mueller & Dweck, 1998). Moreover, students praised for intelligence are more likely to cheat, lie about their performance, and give up when faced with difficulty, undermining their motivation and long-term learning.
In contrast, praise directed at effort, strategies, persistence, and learning behaviors—such as "You worked really hard on this" or "You used a great strategy"—encourages students to adopt a growth mindset
(Kamins & Dweck, 1999). This form of process praise emphasizes the importance of effort and approach, making students more willing to take on challenging tasks, persist through setbacks, and view mistakes as opportunities for improvement. The impact of such praise extends beyond motivation to tangible gains in academic achievement and resilience (Blackwell, Trzesniewski, & Dweck, 2007).
Empirical Evidence and Intervention Programs
Studies involving students from diverse backgrounds have consistently shown that praising effort results in better performance, increased motivation, and resilience. In one controlled experiment, students praised for intelligence experienced a decline in confidence and motivation after encountering difficulty, whereas effort-praised students maintained or increased their engagement and achievement (Mueller & Dweck, 1998). Further, interventions that teach students about brain plasticity and emphasize the malleability of intelligence have been effective in reversing disengagement and improving grades, especially during transitional phases such as entering middle school (Blackwell et al., 2007).
One notable program, Brainology, involves computer-based modules that educate students about how the brain changes with effort. This approach fosters a belief that intelligence is malleable, resulting in improved motivation and grades, particularly among students at risk of disengagement (Blackwell et al., 2007). The success of these interventions underscores the importance of explicitly teaching students about the science of learning and actively promoting effort-centered feedback.
Implications for Educational Practice
Transitioning from fixed to growth mindsets requires intentional changes in teaching practices. Teachers should focus on providing praise that highlights effort, strategy, and persistence rather than innate ability. For example, when a student excels without apparent effort, educators can challenge them to engage in more complex tasks, reinforcing that success depends on effort and effective strategies. Similarly, when students struggle, praising their effort and encouraging perseverance can ignite motivation rather than diminishing confidence (Dweck, 1999).
In addition, curricula should incorporate lessons on neuroplasticity and the science of learning, making students aware of their capacity to grow. Implementing computer-based interventions like Brainology can be an effective supplement to classroom instruction, providing engaging and interactive opportunities to internalize growth principles (Blackwell et al., 2007). Teachers and parents must also model a growth mindset, emphasizing effort and resilience in their feedback and attitudes.
Conclusion
Fostering a growth mindset through appropriate praise is vital for cultivating resilient, motivated, and high-achieving learners. Emphasizing effort and strategies rather than innate ability shifts students' perspectives about intelligence, enabling them to embrace challenges and persist in the face of setbacks. Educational interventions that educate students about brain plasticity and promote effort-based feedback demonstrate promising results, especially during critical transitional periods. Moving forward, educators and policymakers should prioritize training and resources that support growth-oriented practices, ultimately transforming the learning environment into one that nurtures resilience, curiosity, and lifelong learning.
References
Aronson, J., Fried, C., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence.
Journal of Experimental Social Psychology, 38 (2), 113–125.
Binet, A. (1973).
Les idées modernes sur les enfants [Modern ideas on children]
. Paris: Flamarion. (Original work published 1909)
Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention.
Child Development, 78 (1), 246–263.
Cimpian, A., Arce, H., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues impact children's motivation.
Psychological Science, 18 (3), 314–316.
Doidge, N. (2007).
The brain that changes itself: Stories of personal triumph from the frontiers of brain science . Viking.
Dweck, C. S. (1999).
Self-theories: Their role in motivation, personality, and development
. Taylor & Francis/Psychology Press.
Dweck, C. S. (2006).
Mindset: The new psychology of success
. Random House.
Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (Eds.). (2006).
The Cambridge handbook of expertise and expert performance
. Cambridge University Press.
Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact.
Journal of Personality and Social Psychology, 85 (3), 541–553.
Kamins, M., & Dweck, C. S. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping.
Developmental Psychology, 35 (3), 835–847.
