Dweck conducted several studies to find how different types of praise influence children of school age. Dweck used experimental method to conduct the serial of studies of the effect of different types of praise. The author tried to find how praise for intelligence and praise for efforts (independent variables) influence children`s reactions to failure, their goals in a working on a task (dependent variables), etc. (Bronson, 2007).
In the first study, participants of the experiment were randomly divided into several groups. The one group of children was praised for their hard work while children from second experimental group were praised for “how they were smart” performing their task (Bronson, 2007).
Experimenters praised children after they completed their task. Praise was expressed in a single line of words so researchers could see how sensitive children were to different types of praise.
On the second stage of the experiment researchers proposed children two tasks similar to the first task. One of the tasks was easier as the first one while another task was harder. Children were informed about different levels of difficulty of tasks (puzzle) and asked what one they would like to choose (Bronson, 2007).
Results demonstrated that children who were praised for their intelligence after completing their first task were more likely to choose easier puzzle while participants who were praised first time for their efforts were more likely to choose harder task.
Researchers concluded that children praised for their intelligence begin to believe that the main goal of their work is a good performance that is why participants from the “ability praise” group chose easy task. Their main goal was to look smart (Bronson, 2007).
At the same time, as Dweck concluded, children praised for their hard work, efforts saw their main goal not as “look smart” – they tended to look new opportunity to put their efforts to performing the task. The author of the study also explained that children praised for their abilities feel that they cannot control the situation performing a task. They believe that if they are enough smart they will perform the task successfully and if they fail it means that they are not enough smart (Bronson, 2007).
On the contrary, children praised for their efforts do not associate their failure with their personal traits or abilities rather they tend to attribute the more importance to own work and efforts. Children praised for their efforts understand that they can control and change situation by putting less or more efforts to performing the task (Bronson, 2007).
I think that results of this study are very important because they dismiss widespread belief and myth that children must be praised for their smartness, skillfulness. Also, these results explain why many gifted students fail in their school work, school and other achievements.
Mueller & Dweck (1998) indicate that praise for ability have negative consequences for children because it change their understanding of achievement and because it induces the wrong attributions (children attribute their achievement and failure to their abilities).
Although this study denies the necessity and appropriateness of praise for children`s intelligence it also proposes the alternative of how parents and educators must praise children. The experiment demonstrates that it is better to praise children for efforts to motivate them to work and to develop. Therefore, it is important to praise children, according to results of the study of Dweck, however, it plays a great role what kind of praise parents and adults choose for children.
At the same time, as it was said in the article the researches of Dweck demonstrated immediate effect of different types of praise and did not pay attention to investigation of long-term effects of how praise for intelligence and praise for efforts influence children during longer time.
References
Bronson, P. (2007). How not to talk to your kids. New York, February, 12.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of personality and social psychology, 75(1), 33.
