1. The Problem With Praise Clive Lambert September 2010

2. A Columbia University survey learned that 85% of American parents think that it’s important to tell their kids that they’re smart. A Columbia University survey learned that 85% of American parents think that it’s important to tell their kids that they’re smart. A large percentage of gifted students severely underestimate their own abilities and adopt lower standards for success. They expect less of themselves. A large percentage of gifted students severely underestimate their own abilities and adopt lower standards for success. They expect less of themselves.

3. Attribution Theory - Weiner To what do you attribute your success or failure? Luck Ability Difficulty of Task Effort

4. Attributing the Cause of Events I just can’t do this stuff. I’m no good at it I just can’t do this stuff. I’m no good at it Lack of ability Lack of ability I didn’t do so well, but I knew I wouldn’t. I didn’t study hard enough. I didn’t do so well, but I knew I wouldn’t. I didn’t study hard enough. Lack of effort Lack of effort I didn’t know what the heck was going on and I got a B. The teacher must not have read my paper! I didn’t know what the heck was going on and I got a B. The teacher must not have read my paper! Luck Luck

5. 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.

6. Carol S. Dweck, Research Study Effects of Praise 400 5 th grade students, New York 400 5 th grade students, New York Randomly divided into two groups Randomly divided into two groups Given individual nonverbal IQ test consisting of puzzles (easy) Given individual nonverbal IQ test consisting of puzzles (easy) Group 1. Praised for intelligence Group 1. Praised for intelligence You scored ____. You must be smart at this. You scored ____. You must be smart at this. Group 2. Praised for effort Group 2. Praised for effort You scored ____. You must have worked really hard. You scored ____. You must have worked really hard.

7. Part 2 of study Students given a choice Students given a choice More difficult test but you’ll learn a lot More difficult test but you’ll learn a lot Easy test, similar to the first one Easy test, similar to the first one Group 1 (intelligence) Group 1 (intelligence) Majority chose the easy test Majority chose the easy test Group 2 (effort) Group 2 (effort) 90% chose the more difficult test 90% chose the more difficult test

8. Part 3 Very difficult test (2 yrs above level) Very difficult test (2 yrs above level) No choices. All students failed the test No choices. All students failed the test Group 1 (intelligence)– were miserable Group 1 (intelligence)– were miserable Failure interpreted as evidence they weren’t really smart Failure interpreted as evidence they weren’t really smart Group 2 (effort)– stayed engaged in the test, very persistent Group 2 (effort)– stayed engaged in the test, very persistent Failure interpreted as their lack of focusing hard enough. Some even said this was their “favorite test” Failure interpreted as their lack of focusing hard enough. Some even said this was their “favorite test”

9. Part 4 Tests easy – as the first Tests easy – as the first Group 1 (intelligence) Group 1 (intelligence) Scored about 20% lower than first test Scored about 20% lower than first test Group 2 (effort) Group 2 (effort) Increased scores by about 30% Increased scores by about 30%

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

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

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

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

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

15. Incremental (growth mindset) Remain interested in learning and challenge even after failure Remain interested in learning and challenge even after failure Belief that Effort (through increased learning and strategy development) will increase intelligence Belief that Effort (through increased learning and strategy development) will increase intelligence

16. Failure

17. 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”

18. So What About Self Esteem?

19. 15,000 scholarly articles 1970-2000 supporting connection between self-esteem and praise 15,000 scholarly articles 1970-2000 supporting connection between self-esteem and praise Reviews in 2003 – only 200 met rigorous scientific standards Reviews in 2003 – only 200 met rigorous scientific standards None of these showed the connection None of these showed the connection

20. “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.” “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 Sylvia Rimm

21. Wulf-Uwe Meyer Study (Self esteem specialist) Only children under age 7 take praise at face-value Only children under age 7 take praise at face-value By age 12, children believe that Teacher praise is seen as evidence that a student needs help and encouragement and lacks ability Teacher praise is 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 Teacher criticism was interpreted as showing belief in student’s ability to do better

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

23. Results of Over-Praising (Dweck) Become risk-averse Become risk-averse Lack perceived autonomy Lack perceived autonomy Image maintenance becomes main concern Image maintenance becomes main concern May lie or cheat to maintain image May lie or cheat to maintain image Lack strategies for handling failure Lack strategies for handling failure

24. Enron & Malcolm Gladwell Collapse of Enron due to talent obsessed culture Collapse of Enron due to talent obsessed culture Executives celebrated and rewarded for their innate talent Executives celebrated and rewarded for their innate talent Rather lie than admit to problems and work to fix them Rather lie than admit to problems and work to fix them

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

26. Life = Risk

27. 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

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

29. “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.” “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

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

31. In Risk-Friendly Environments Mistakes are viewed as opportunities Mistakes are viewed as opportunities Goals are stressed over procedures Goals are stressed over procedures We are actively seeking change We are actively seeking change We are playful We are playful We expect individuals to set their own goals We expect individuals to set their own goals We allow people to choose their own risks We allow people to choose their own risks

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

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

34. Helping our Children Meet Success: What Can We Do? Reward effort – not perfection Reward effort – not perfection Reward risk and progress Reward risk and progress Applaud persistence Applaud persistence Break tasks down into small steps Break tasks down into small steps Acknowledge ‘learning’ not ‘work’ Acknowledge ‘learning’ not ‘work’ Honour time invested Honour time invested Help them learn to prioritize Help them learn to prioritize

35. Praise Statements 1 I like the way you invested time in the way you tackled that problem. I like the way you invested time in the way you tackled that problem. I am impressed by how you thought hard about which method you were going to use and why it was appropriate. I am impressed by how you thought hard about which method you were going to use and why it was appropriate. I like the way you tried to home in on what the question was really asking for: the way you said “What is it I need to find out?” I like the way you tried to home in on what the question was really asking for: the way you said “What is it I need to find out?”

36. Praise Statements 2 I like the fact that you didn’t give up when the first few attempts didn’t work out. I like the fact that you didn’t give up when the first few attempts didn’t work out. The amount of effort you’re putting in is evident in your improved test marks. The amount of effort you’re putting in is evident in your improved test marks. Risking being wrong is okay, we learn from our mistakes. Risking being wrong is okay, we learn from our mistakes. Success is the sum of small efforts repeated daily. Success is the sum of small efforts repeated daily. That was too easy for you, I’m going to give you something more challenging now to enjoy. That was too easy for you, I’m going to give you something more challenging now to enjoy. If you found that work rather too easy for you, how could you change the questions to make them more challenging? If you found that work rather too easy for you, how could you change the questions to make them more challenging?

37. Praise Statements 3 Well done for your persistence, after missing a few chances you scored a great try. Well done for your persistence, after missing a few chances you scored a great try. That success is worth so much more when you consider the work that went in to it. That success is worth so much more when you consider the work that went in to it. I saw you struggling towards the start but now you’ve cracked it. I saw you struggling towards the start but now you’ve cracked it. This is a very difficult problem, even for me. But you’ve thought long and hard about it and because you didn’t give up, you’ve come up with a solution. This is a very difficult problem, even for me. But you’ve thought long and hard about it and because you didn’t give up, you’ve come up with a solution. Well done, I can tell that you have been practising your pronunciation Well done, I can tell that you have been practising your pronunciation

38. Praise Statements 4 It was really good to see how you overcame the problems you encountered. It was really good to see how you overcame the problems you encountered. I can see from the finished results that you have mastered the skill really well. Did you practice it at home? I can see from the finished results that you have mastered the skill really well. Did you practice it at home? Last week you couldn’t do this but look at how well you have done today. Last week you couldn’t do this but look at how well you have done today. You have put a lot of effort into your explanation, now it needs details about places and good examples You have put a lot of effort into your explanation, now it needs details about places and good examples You’ve worked really well. It was good to see you making a solid effort and being keen to learn something new. You’ve worked really well. It was good to see you making a solid effort and being keen to learn something new.

39. Praise Statements 5 Well done for your persistent effort, which I can see from all the corrections you made. Well done for your persistent effort, which I can see from all the corrections you made. I know you found it difficult to answer this question, but you managed to make reference to a number of case studies. Next time aim for more detailed facts for each example. I know you found it difficult to answer this question, but you managed to make reference to a number of case studies. Next time aim for more detailed facts for each example. By selecting information carefully and weighing up the arguments you have enhanced the quality of your evaluation skills. By selecting information carefully and weighing up the arguments you have enhanced the quality of your evaluation skills. I like the way you used different sources to establish key points. I like the way you used different sources to establish key points. A lot of thought and effort has gone into this assignment and this is highlighted by the information you have gathered and the way you presented your work A lot of thought and effort has gone into this assignment and this is highlighted by the information you have gathered and the way you presented your work

40. Praise Statements 6 I know some of this assessment was difficult, by persevering at it and following instructions you performed well. I know some of this assessment was difficult, by persevering at it and following instructions you performed well. Good effort, you’ve given the question a lot of thought, exploring different points of view. Good effort, you’ve given the question a lot of thought, exploring different points of view. I’m impressed with the way you are prepared to explore ideas and develop your own response. I’m impressed with the way you are prepared to explore ideas and develop your own response. It’s great to see you reading more challenging texts. It’s great to see you reading more challenging texts.

41. Praise Statements 7 ‘A person who never made a mistake, never tried anything new’. ‘A person who never made a mistake, never tried anything new’. ‘The harder you work, the luckier you get’ ‘The harder you work, the luckier you get’ I know some of this piece was difficult, but by sticking at it and by following instructions you performed well in the end. I know some of this piece was difficult, but by sticking at it and by following instructions you performed well in the end. I like the way you challenged yourself by taking on a more difficult part. I like the way you challenged yourself by taking on a more difficult part.

42. Highest level (Outstanding learner- displays a near full range of growth mindset characteristics) (10% learners at most) The pupil shows great resilience when tacking their work. They try a full range of available methods and strategies and persist with the work even when it is difficult for them only asking the teacher to suggest another method or to affirm what they are trying to do. They take real care when presenting their work and actively seek ways in which they can improve or learn. This type of pupil will seek out challenging tasks and will often work outside of the normal school time in order to satisfy their desire to learn. They tend to care more about what they are learning than the marks they get, although the marks are important they are not the ‘be all and end all.’ The pupil shows great resilience when tacking their work. They try a full range of available methods and strategies and persist with the work even when it is difficult for them only asking the teacher to suggest another method or to affirm what they are trying to do. They take real care when presenting their work and actively seek ways in which they can improve or learn. This type of pupil will seek out challenging tasks and will often work outside of the normal school time in order to satisfy their desire to learn. They tend to care more about what they are learning than the marks they get, although the marks are important they are not the ‘be all and end all.’

43. Next to highest level (Good leaner – displays most growth mindset characteristics) (25%-30% of learners) The pupil generally shows resilience with their work. They will attempt one or two ways of solving a problem or tackling their work and need some encouragement when the work is difficult. They ask the teacher to help point them in the right direction but generally can work things out for themselves. They present their work well and appropriately for their ability and sometimes ask how it can be improved. This type of pupil will take on a challenging task with some encouragement and will sometimes do work outside of school hours to see a project/piece through. They enjoy learning and although they value the marks they get they generally care more about what they are learning The pupil generally shows resilience with their work. They will attempt one or two ways of solving a problem or tackling their work and need some encouragement when the work is difficult. They ask the teacher to help point them in the right direction but generally can work things out for themselves. They present their work well and appropriately for their ability and sometimes ask how it can be improved. This type of pupil will take on a challenging task with some encouragement and will sometimes do work outside of school hours to see a project/piece through. They enjoy learning and although they value the marks they get they generally care more about what they are learning

44. Mid level (Quietly co-operative learner – displays some growth and some fixed mindset characteristics) (45% - 55% of learners) The pupil shows some resilience but is inclined to become discouraged when the work gets more difficult. They will try one way of doing something and if that doesn’t work will eventually seek help by asking a friend or the teacher. They need a lot of encouragement and reassurance to keep them going. This type of pupil can often present work well, because they have learned that you can satisfy the teacher that way but it often lacks depth or thought. They will accept advice but rarely seek it out. They will make improvements when it has been pointed out but only because they feel they have to. This type of pupil is reluctant to take on challenging tasks for fear of failing and looking bad in front of his/her peer groups. They are often focussed on the outcome rather than the process. They like to score good marks in easier tests because it makes them look good in front of others. The pupil shows some resilience but is inclined to become discouraged when the work gets more difficult. They will try one way of doing something and if that doesn’t work will eventually seek help by asking a friend or the teacher. They need a lot of encouragement and reassurance to keep them going. This type of pupil can often present work well, because they have learned that you can satisfy the teacher that way but it often lacks depth or thought. They will accept advice but rarely seek it out. They will make improvements when it has been pointed out but only because they feel they have to. This type of pupil is reluctant to take on challenging tasks for fear of failing and looking bad in front of his/her peer groups. They are often focussed on the outcome rather than the process. They like to score good marks in easier tests because it makes them look good in front of others.

45. Low level (Very passive learner – displays mainly fixed mindset characteristics) (10%– 15%) This pupil will probably do their work, but only because they have to. They show little resilience. They will give up easily saying it is too hard, or nor not even get started because it looks hard. They are very reliant on the teacher to show them how to do it, or even do it for them. The presentation is satisfactory but is more often barely acceptable but perceived as better than nothing. They will listen to advice but the teacher has to follow it up to make sure it has been acted upon. They never take on challenging tasks because they do not want to look bad in front of their peers. They might care about the outcome, but prefer easy tasks where they can gain better marks and keep up their appearance of looking ‘smart’. This pupil will probably do their work, but only because they have to. They show little resilience. They will give up easily saying it is too hard, or nor not even get started because it looks hard. They are very reliant on the teacher to show them how to do it, or even do it for them. The presentation is satisfactory but is more often barely acceptable but perceived as better than nothing. They will listen to advice but the teacher has to follow it up to make sure it has been acted upon. They never take on challenging tasks because they do not want to look bad in front of their peers. They might care about the outcome, but prefer easy tasks where they can gain better marks and keep up their appearance of looking ‘smart’.

46. Resources Social & Emotional Needs of the Gifted: What Do We Really Know? Prufrock Press, NAGC 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 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) Mindset: The New Psychology of Success, Random House (February 28, 2006) The Problem with Praise The Problem with Praise http://www.onpointradio.org/shows/2007/02/20070216_b _main.asp http://www.onpointradio.org/shows/2007/02/20070216_b _main.asp Why Praise Can be Bad For Kids by Anne Pleshette Murphy & Jennifer Allen Why Praise Can be Bad For Kids by Anne Pleshette Murphy & Jennifer Allen http://abcnews.go.com/GMA/AmericanFamily/story?id=287789 6&page=1 http://abcnews.go.com/GMA/AmericanFamily/story?id=287789 6&page=1

47. How Not To Talk To Your Kids: The Inverse Power of Praise, by Po Bronson How Not To Talk To Your Kids: The Inverse Power of Praise, by Po Bronson http://nymag.com/news/features/27840 The Effort Effect The Effort Effect Stanford Magazine, March/April 2007 http://www.stanfordalumni.org/news/magazine/2007/marapr/f eatures/dweck.html http://www.stanfordalumni.org/news/magazine/2007/marapr/f eatures/dweck.html A Motivational Approach to Reasoning, Resilience and Responsibility (chapter of book) A Motivational Approach to Reasoning, Resilience and Responsibility (chapter of book) http://aim.psch.uic.edu/documents/Good.DweckCh.pdf Stanford University Research Report Stanford University Research Report http://newsservice.stanford.edu/news/2007/february7/dweck- 020707.html http://newsservice.stanford.edu/news/2007/february7/dweck- 020707.html

48. 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. 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. 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.