1. Encouraging Effort and Motivation in Children Cindy Sheets cindys2449@aol.com

2.  http://sheetsgiftedpages.com http://sheetsgiftedpages.com

3. The achievement of something desired, planned or attempted. The accomplishment of goals and objectives necessary to achieve a particular task, realize a particular dream or satisfy a particular need or want, for a particular period of time. Maryse A. Nelson Success

4. 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 you can improve skills and abilities by practicing or learning new techniques? Do you believe that intelligence is an innate ability and doesn’t change? Are you more intelligent than you were 5 years ago? 10 years ago? 20 years?

5.  A Columbia University survey learned that 85% of American parents think that it’s important to tell their kids that they’re smart.

6. Emily Enjoyed School High achiever (gifted) Self-directed (autonomous) Eager for next challenge

7. Linda Identified in 1 st grade Hesitant to initiate activities Asked for help repeatedly Is this OK? Hard to make decisions

8. David High early performance Never worked hard to achieve goals Avoided difficult new tasks Little engagement in classroom activities Refused to ask for or accept help

9. Locus of Control  Internal  External

10. Attribution Theory Bernard Weiner (1980) AbilityTask DifficultyLuckEffort

11. Ability I can’t do this, I’m just not any good at it. Effort I didn’t get a good grade because I didn’t study! Luck I didn’t know the material very well and still got a B. Teacher must not have read my work carefully!

12. 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. 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.

13. Carol S. Dweck, Research Study Effects of Praise Divided randomly into 2 groups400 5 th grade students, New YorkGiven “puzzle” portions of IQ tests

14. Praised for intelligence You did a great job. You must be really smart at these problems. Praised for effort You did a great job. You must have worked very hard at these problems.

15. Part 2 of study  Students given a choice More difficult test but you’ll learn a lot Easy test – not too hard and you’ll do well  Group 1 (intelligence) Majority chose the easy test  Group 2 (effort) 90% chose the more difficult test

16. Part 3 Very difficult test (2 yrs above level) No choice and no one expected to do well  Intelligence ○ Failure interpreted as evidence they weren’t really smart  Effort ○ Failure interpreted as their lack of focusing hard enough. Some even said this was their “favorite test”

17. Part 4  Tests easy as the first Intelligence ○ Scored about 20% lower than first test Effort ○ Increased scores by about 30%

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

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

20. Theories of Intelligence (perception) * Also called “fixed” or “growth” mindsets Dweck – in our self perception of what intelligence is like, we either hold an ‘entity theory’ or ‘incremental theory’ of that intelligence *

21. Fixed Mindset Intelligence is Fixed  Important to appear smart with little effort  Need to achieve for specific performance goals, (which assess an ability)  Low risk takers

22. Fixed  Failure will be perceived as evidence of low intelligence  Develop goals based on being the best, or avoiding failure  May believe circumstances are beyond their control and give up  Past or present success does not ensure future success  Those with success history may be most vulnerable (learned helplessness)

23. David High early performance Never worked hard to achieve goals Avoided difficult new tasks Little engagement in classroom activities Refused to ask for or accept help

24. Growth Mindset Intelligence can be Changed  Enjoy challenge even if makes them appear less smart  Learning goals and persistence are valued (mastering new things)  Ready for next challenge rather than repeating success

25. Growth  Remain interested in learning and challenge even after failure  Belief that Effort (through increased learning and strategy development) will increase intelligence

26. Emily Enjoyed School High achiever (gifted) Self-directed (autonomous) Eager for next challenge

27. 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”

28. Secondary Study  Life Sciences Magnet, East Harlem  Study Habits and Skills sessions  Control group 2- 50 minute lessons The brain is a muscle and it gets stronger with effort and exercise  Control group showed improved study habits and grades in just one semester

29. Self Esteem?

30.  15,000 scholarly articles 1970-2000 supporting connection between self- esteem and praise  2003 – only 200 met rigorous scientific standards None of these showed the connection

31. “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

32. Praise – What’s Your Style?

33. Wulf-Uwe Meyer Study observation of others  Only children under age 7 take praise at face-value  By age 12, teacher praise seen as evidence that a student needs help and encouragement and lacks ability  Teacher criticism was interpreted as showing belief in student’s ability to do better

34.  Liberal use of unqualified praise leads to students’ questioning themselves Is this right? Is this OK? Seeking reassurance  Must keep up “image” to keep the praise coming – become “praise junkies”

35. Results of Over-Praising (Dweck) Become risk-averseLack perceived autonomy Image maintenance becomes main concern

36.  May lie or cheat to maintain image Lack strategies for handling failure Students turn to cheating because they haven’t developed an effective strategy for handling failure.

37. Nurture Shock & Brainology  Myths and Realities  Follow on Facebook!  Carol Dweck’s site. Intended for Middle School students  Lots of good information and videos Nurture Shock Brainology

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

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

40. Linda Identified in 1 st grade Hesitant to initiate activities Asked for help repeatedly Is this OK? Hard to make decisions

41. Dr. Robert Cloninger – Brain Research  Ability to repeatedly respond to failure by exerting effort develops persistence and ability to delay gratification  Brain actually develops circuitry for persistence with intermittent reinforcement Missing with constant reward (praise)

42. “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

43. Extraordinary achievement is primarily attributed to nonintellectual factors, especially perseverance.

44. In Risk-Friendly Environments 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

45. But shouldn’t we praise our kids?  All Praise is NOT equal  Praise CAN be effective Use the right kind of praise Use at the right time Not confused with encouragement Not confused with manipulation

46. Good Praise Practice  Be specific ○ Constructive feedback  Be sincere ○ No empty praise ○ Don’t praise undeserved success!  Praise the process not the person ○ Strategies, decisions, work accomplished  Praise at the END of the work process

47. C E L S Challenge Effort Learning Strategies

48. Helping our Children Meet Success: 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

49. Resources  Social & Emotional Needs of the Gifted: What Do We Really Know? Prufrock Press, NAGC  Self-Theories: Their role in motivation, personality and development. C arol Dweck Philadelphia: Psychology Press 1999  Mindset: The New Psychology of Success, Random House (February 28, 2 0 0 6  Nurture Shock; Po Bronson and Ashley Merryman, Hachette Book Group, 2 0 0 9  The Problem with Praise http://www.onpointradio.org/shows/2007/02/20070216_b_main.asp  Why Praise Can be Bad For Kids by Anne Pleshette Murphy & Jennifer Allen http://abcnews.go.com/GMA/AmericanFamily/story?id=28778 96&page=1

50.  How Not To Talk To Your Kids: The Inverse Power of Praise, by Po Bronson http://nymag.com/news/features/27840  The Effort Effect Stanford Magazine, March/April 2007 http://www.stanfordalumni.org/news/magazine/2007/ marapr/features/dweck.html  A Motivational Approach to Reasoning, Resilience and Responsibility (chapter of book) http://aim.psch.uic.edu/documents/Good.DweckCh.p df  Stanford University Research Report http://newsservice.stanford.edu/news/2007/february 7/dweck-020707.html  Nuture Shock online http://www.nurtureshock.comhttp://www.nurtureshock.com  Brainology – online http://www.brainology.ushttp://www.brainology.us

51. 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, 33-52. 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.