Encouraging Effort and Motivation in Children Cindy Sheets Kathy Jones

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Questions to Ponder Do you believe that it’s important for your child’s success to tell them that they’re smart? Do you believe that intelligence is an innate ability and cannot change?

The Myth of Praise ABC News

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.

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

Conclusions Emphasizing effort gives students a variable that they can control Praising intelligence sends a message “Look smart – don’t risk mistakes.”

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

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

“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 self-confidence. They must learn to do difficult things to feel good about themselves.” Sylvia Rimm

Only children under age 7 take praise at face-value

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

Risk-averse Lack autonomy Image maintenance becomes main concern May lie or cheat to maintain image

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

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

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

“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

Failure Michael Jordan: Nike Commercial

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 Risk Taking

Don’t confuse praise with encouragement Manipulation is not effective praise

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

Praise: C hallenge E ffort L earning S trategies CELSCELS

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 What Can We Do?

Soci al & 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 &page=1 Resources

Ho w Not To Talk To Your Kids: The Inverse Power of Praise, by Po Bronson The Effort Effect Stanford Magazine, March/April eatures/dweck.html A Motivational Approach to Reasoning, Resilience and Responsibility (chapter of book) Stanford University Research Report html html Nuture Shock online Brainology An interactive program for middle school students ($) Also contains videos and resources for parents.

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 self- regulation across the life span. Cambridge: Cambridge University Press. Some Photos courtesy of

Some Photos courtesy of