THE PROBLEM WITH PRAISE

Transcription

1 THE PROBLEM WITH PRAISE Encouraging Effort and Motivation in Children Kathy Jones, M. S. Follow us on Facebook and Twitter

2 Questions to Ponder Do you believe that it s important for your child s success to tell her that she is smart? Do you believe that intelligence is an innate ability and cannot change?

3 The Myth of Praise ABC News

4 The Importance of Effort Research suggests that teaching children and adults to attribute their successes and failures to internal, controllable events such as effort leads to people developing more control over situations and their life choices.

5 The Study Final Results Tests easy as the first Intelligence Scored about 20% lower than first test Effort Increased scores by about 30%

6 Conclusions Emphasizing effort gives students a variable that they can control Praising intelligence sends a message Look smart don t risk mistakes.

7 Theories of Intelligence (perception) According to Dweck, in our self perception of what intelligence is like, we either hold a fixed or growth mindset

8 Dweck s Conclusions: praise for intelligence rather than effort creates vulnerability in high-ability students that does not show up until they experience setbacks and failure

9 The surest path to high self-esteem is to be successful at something one perceived would be difficult! Each time we steal a student s struggle, we steal the opportunity for them to build selfconfidence. They must learn to do difficult things to feel good about themselves. Sylvia Rimm

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11 Only children under age 7 take praise at face-value

12 Praise = Pressure Is this right? Is this OK? Seeking reassurance Must keep up image to keep the praise coming become praise junkies

13 Results of Over-Praising (Dweck) Risk-averse Lack autonomy Image maintenance becomes main concern May lie or cheat to maintain image

14 Failure to live up to one s potential may be associated with an inability to take realistic risks. Maureen Neihart

15 Benefits of Risk Taking Increases confidence Increases self-efficacy Develops skills for managing fears Provides practice in decision making Opportunity for growth and leadership

16 Dr. Robert Cloninger s Brain Research Actual evidence of brain changes with effort and persistence

17 Parents should not shield or try to protect children from risks or hard work. Parents also need to allow children to experience the tensions and stress that rise from challenging ideas and high expectations. Olszewski-Kubilius, 2000

18 Failure Michael Jordan: Nike Commercial

19 Risk Taking Mistakes are viewed as opportunities Goals are stressed over procedures We are actively seeking change We are playful We expect individuals to set their own goals We allow people to choose their own risks

20 Praise Primer Be specific Be sincere Praise the process not the person Strategies, decisions, work accomplished

21 CELS Praise: Challenge Effort Learning Strategies

22 What Can We Do? Reward effort not perfection Reward risk and progress Applaud persistence Break tasks down into small steps Acknowledge learning not work Honor time invested Help them learn to prioritize

23 Resources Social & Emotional Needs of the Gifted: What Do We Really Know? Prufrock Press, NAGC Self-Theories: Their role in motivation, personality and development. Carol Dweck Philadelphia: Psychology Press 1999 Mindset: The New Psychology of Success, Random House (February 28, 2006) Nurture Shock; Po Bronson and Ashley Merryman, Hachette Book Group, 2009 The Problem with Praise Why Praise Can be Bad For Kids by Anne Pleshette Murphy & Jennifer Allen

24 How Not To Talk To Your Kids: The Inverse Power of Praise, by Po Bronson features/27840 The Effort Effect Stanford Magazine, March/April A Motivational Approach to Reasoning, Resilience and Responsibility (chapter of book) aim.psch.uic.edu/documents/good.dweckch.pdf Stanford University Research Report dweck html Nuture Shock online Brainology An interactive program for middle school students ($) Also contains videos and resources for parents.

25 Research Works by Carol S. Dweck Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology,75, Dweck, C.S. (1998). The development of early self-conceptions: Their relevance for motivational processes. In J. Heckhausen & C.S. Dweck (Eds.), Motivation and selfregulation across the life span. Cambridge: Cambridge University Press.

26 Some Photos courtesy of

27 This presentation can be found at