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Praise!!! [Shared]

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by

Ali Alatas

on 3 June 2015

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Transcript of Praise!!! [Shared]

The views of Carol Dweck
Carol Dweck and her colleagues wanted to look on the impact that praise had on children’s development.

In order to do this, they took over 400 5th grade students from all across the nation and did a very simple and interesting study.
Carol Dweck
Out of the group that was praised for their intelligence – 67% chose the EASIER option

67

While 92% of the kids who were praised for their efforts, choose the HARDER option.

%
The Result
Step 1 - Giving the kids an easy non-verbal IQ test
Step 2 - At the end of the test they praised the students by:
Their intelligence (Eg. Wow! Great job!)
Their efforts (Eg. Wow! You must have worked really hard!)
The Study Conducted Included:
After praising the kids and dividing them into the two groups:

Group 1: Intelligence
Group 2: Effort

The kids were given another test. They were told the options for the next test.

1st option: The test will be harder:
But will provide an opportunity for you to learn and grow

2nd option:
The test will be similar to the first and you will do well on it.
After Praise
“The child or adult hears: oh, you think I’m brilliant and talented. That’s why you admire me – that’s why you value me. I better not do anything that will disprove this evaluation. As a result they enter a fixed mindset, they play it safe in the future and they limit the growth of their talent”
THIS IS VERY UNBELIEVABLE AND SETTLED DIFFERENCE ... THIS IS ODD, HOW THE DIFFERENCE IN THE WAY THEY WERE PRAISED HAD SUCH AN IMPACT.
“Whereas focusing on the strategies they use, the way they are stretching themselves, and taking on hard tasks, and the intense practice they are doing. Those are the kinds of things that you say to a child or an older athlete: It’s about the process of growth.

As a result, they don’t feel: oh, if I make a mistake you won’t think I’m talented – they think : oh, if I don’t take on hard things and stick to them, I’m not going to grow.
They knew all the kids would surely fail but they wanted to see how the ‘Effort’ and the ‘Intelligence’ kids approached the test.
Step 3 – Dweck and her colleagues gave the kids an impossible test (very difficult)
But the results proved that:

The group that was praised for their intelligence average score dropped by 20%

While the group that was praised for their efforts did significantly better with a new average of about 30%.
Step 4: After the failure round the kids were given a final test and this test was as easy as the first test.
This is a 50% difference in performance that was caused by a settle difference in the way they were praised.
In essence this study shows how PRAISE can either MAKE or BREAK a child’s development. We all want to be positive with our kids and are always looking for ways to support them, and PRAISE them quite often. But we need to look at researches like Carol’s and realize that:

Praise is a good thing

There’s nothing wrong with being positive
We need to be very careful about praising someone’s intelligence OR abilities.

AND

Focus more on the process


AND

The Effort they put out!

This is an easy way to help develop growth in the mindset of the children we work with and this has a big impact on the development of the child on the court or in the classroom and even just in life.
THIS IS WHAT CAROL DWECK HAS TO SAY ABOUT WHAT HAPPENED.
Full transcript