The Problem The Problem With PraiseWith Praise

Clive LambertClive Lambert

September 2010September 2010

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

A large percentage of gifted students A large percentage of gifted students severely underestimate their own severely underestimate their own abilities and adopt lower standards for abilities and adopt lower standards for success. They expect less of themselves.success. They expect less of themselves.

Attribution Theory - Attribution Theory - WeinerWeiner

To what do you attribute your success or failure?

•Luck

•Ability

•Difficulty of Task

•Effort

Attributing the Cause of Attributing the Cause of EventsEvents

I just can’t do this stuff. I’m no good at itI just can’t do this stuff. I’m no good at it Lack of abilityLack of ability

I didn’t do so well, but I knew I wouldn’t. I I didn’t do so well, but I knew I wouldn’t. I didn’t study hard enough.didn’t study hard enough.

Lack of effortLack of effort

I didn’t know what the heck was going on I didn’t know what the heck was going on and I got a B. The teacher must not have and I got a B. The teacher must not have read my paper!read my paper!

LuckLuck

Research suggests that teaching Research suggests that teaching children and adults to attribute children and adults to attribute their successes and failures to their successes and failures to internal, controllable events such internal, controllable events such as effort leads to people as effort leads to people developing more control over developing more control over situations and their life choicessituations and their life choices..

Carol S. Dweck, Research Carol S. Dweck, Research StudyStudy

Effects of PraiseEffects of Praise

400 5400 5thth grade students, New York grade students, New York

Randomly divided into two groupsRandomly divided into two groups

Given individual nonverbal IQ test Given individual nonverbal IQ test consisting of puzzles (easy)consisting of puzzles (easy) Group 1. Praised for intelligenceGroup 1. Praised for intelligence

You scored ____. You must be smart at this.You scored ____. You must be smart at this. Group 2. Praised for effortGroup 2. Praised for effort

You scored ____. You must have worked really You scored ____. You must have worked really hard.hard.

Part 2 of studyPart 2 of study

Students given a choice Students given a choice More difficult test but you’ll learn a lotMore difficult test but you’ll learn a lot Easy test, similar to the first oneEasy test, similar to the first one

Group 1 (intelligence)Group 1 (intelligence) Majority chose the easy testMajority chose the easy test

Group 2 (effort)Group 2 (effort) 90% chose the more difficult test90% chose the more difficult test

Part 3Part 3

Very difficult test (2 yrs above level)Very difficult test (2 yrs above level) No choices. All students failed the testNo choices. All students failed the test Group 1 (intelligence)– were miserable Group 1 (intelligence)– were miserable

Failure interpreted as evidence they weren’t Failure interpreted as evidence they weren’t really smartreally smart

Group 2 (effort)– stayed engaged in the test, Group 2 (effort)– stayed engaged in the test, very persistentvery persistent Failure interpreted as their lack of focusing hard Failure interpreted as their lack of focusing hard

enough. Some even said this was their “favorite enough. Some even said this was their “favorite test”test”

Part 4Part 4

Tests easy – as the firstTests easy – as the first Group 1 (intelligence)Group 1 (intelligence)

Scored about 20% lower than first testScored about 20% lower than first test Group 2 (effort)Group 2 (effort)

Increased scores by about 30%Increased scores by about 30%

ConclusionsConclusions

Emphasizing effort gives students a variable Emphasizing effort gives students a variable that they can controlthat they can control

Praising intelligence sends a message “Look Praising intelligence sends a message “Look smart – don’t risk mistakes.”smart – don’t risk mistakes.”

Theories of Intelligence Theories of Intelligence (perception)(perception)

Dweck – in our self perception of what Dweck – in our self perception of what intelligence is like, we either hold an intelligence is like, we either hold an ‘entity theory’ or ‘incremental theory’ ‘entity theory’ or ‘incremental theory’ of that intelligence *of that intelligence *

* Also called “fixed” or “growth” mindsets

Entity TheoryEntity TheoryIntelligence is FixedIntelligence is Fixed

Important to appear smart with little effortImportant to appear smart with little effort

Need to achieve for specific Need to achieve for specific performanceperformance goals, (which assess an ability)goals, (which assess an ability)

Low risk takersLow risk takers

Entity (fixed mindset)Entity (fixed mindset)

Failure will be perceived as evidence of Failure will be perceived as evidence of low intelligencelow intelligence

Develop goals based on being the best, or Develop goals based on being the best, or avoiding failureavoiding failure

May believe circumstances are beyond May believe circumstances are beyond their control and give uptheir control and give up

Past or present success does not ensure Past or present success does not ensure future successfuture success

Those with success history may be most Those with success history may be most vulnerable (learned helplessness)vulnerable (learned helplessness)

Incremental Theory Incremental Theory (Growth)(Growth)

Intelligence can be ChangedIntelligence can be Changed

Enjoy challenge even if makes them appear Enjoy challenge even if makes them appear less smartless smart

LearningLearning goals and persistence are valued goals and persistence are valued (mastering new things)(mastering new things)

Ready for next challenge ratherReady for next challenge rather

than repeating successthan repeating success

Incremental (growth Incremental (growth mindset)mindset)

Remain interested in learning and challenge Remain interested in learning and challenge even after failureeven after failure

Belief that Effort (through increased Belief that Effort (through increased learning and strategy development) will learning and strategy development) will increase intelligenceincrease intelligence

FailureFailure

Dweck’s Conclusions:Dweck’s Conclusions:

““Praise for intelligence rather than effort Praise for intelligence rather than effort creates vulnerability in high-ability creates vulnerability in high-ability students that does not show up until they students that does not show up until they experience setbacks and failure”experience setbacks and failure”

So What So What AboutAbout

Self Esteem?Self Esteem?

Self Esteem?Self Esteem?

15,000 scholarly articles 1970-2000 15,000 scholarly articles 1970-2000 supporting connection between self-esteem supporting connection between self-esteem and praiseand praise

Reviews in 2003 – only 200 met rigorous Reviews in 2003 – only 200 met rigorous scientific standardsscientific standards None of these showed the connectionNone of these showed the connection

“ “The surest path to high self-esteem is to The surest path to high self-esteem is to be successful at something one perceived be successful at something one perceived would be difficult!  Each time we steal a would be difficult!  Each time we steal a student’s struggle, we steal the student’s struggle, we steal the opportunity for them to build self-opportunity for them to build self-confidence.  They must learn to do confidence.  They must learn to do difficult things to feel good about difficult things to feel good about themselves.” themselves.”

Sylvia RimmSylvia Rimm

Wulf-Uwe Meyer Study Wulf-Uwe Meyer Study (Self esteem specialist)(Self esteem specialist)

Only children under age 7 take praise at face-Only children under age 7 take praise at face-valuevalue

By age 12, children believe that By age 12, children believe that

Teacher praise is seen as evidence that a Teacher praise is seen as evidence that a student needs help and encouragement and student needs help and encouragement and lacks abilitylacks ability

Teacher criticism was interpreted as showing Teacher criticism was interpreted as showing belief in student’s ability to do betterbelief in student’s ability to do better

Praise = PressurePraise = Pressure

Liberal use of unqualified praise leads to Liberal use of unqualified praise leads to students’ questioning themselves students’ questioning themselves

Is this right? Is this OK?Is this right? Is this OK? Seeking reassuranceSeeking reassurance

Must keep up “image” to keep the praise Must keep up “image” to keep the praise coming – become “praise junkies”coming – become “praise junkies”

Results of Over-Praising Results of Over-Praising (Dweck)(Dweck)

Become risk-averseBecome risk-averse

Lack perceived autonomyLack perceived autonomy

Image maintenance becomes main concernImage maintenance becomes main concern

May lie or cheat to maintain image May lie or cheat to maintain image Lack strategies for handling failureLack strategies for handling failure

Enron & Malcolm Enron & Malcolm GladwellGladwell

Collapse of Enron due to talent obsessed Collapse of Enron due to talent obsessed cultureculture

Executives celebrated and rewarded for Executives celebrated and rewarded for their innate talent their innate talent Rather lie than admit to problems and work to Rather lie than admit to problems and work to

fix themfix them

Failure to live up to one’s Failure to live up to one’s potential may be potential may be

associated with an associated with an inability to take inability to take

realistic risksrealistic risks..

Life = RiskLife = Risk

Benefits of Risk TakingBenefits 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

Dr. Robert Cloninger – Dr. Robert Cloninger – Brain ResearchBrain Research

Ability to repeatedly respond to failure by Ability to repeatedly respond to failure by exerting effort develops persistence and exerting effort develops persistence and ability to delay gratificationability to delay gratification

Brain actually develops circuitry for Brain actually develops circuitry for persistence with intermittent reinforcement persistence with intermittent reinforcement Missing with constant reward (praise)Missing with constant reward (praise)

“ “Parents should not shield or try Parents should not shield or try to protect children from risks or to protect children from risks or hard work. Parents also need to hard work. Parents also need to allow children to experience the allow children to experience the tensions and stress that rise tensions and stress that rise from challenging ideas and high from challenging ideas and high expectations.”expectations.”

Olszewski-Kubilius, 2000Olszewski-Kubilius, 2000

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

In Risk-Friendly In Risk-Friendly EnvironmentsEnvironments

• Mistakes are viewed as opportunitiesMistakes are viewed as opportunities

• Goals are stressed over proceduresGoals are stressed over procedures

• We are actively seeking changeWe are actively seeking change

• We are playfulWe are playful

• We expect individuals to set their ownWe expect individuals to set their own goals goals

• We allow people to choose their ownWe allow people to choose their own risks risks

But shouldn’t weBut shouldn’t we praise our kids? praise our kids?

All Praise is NOT equalAll Praise is NOT equal

Praise CAN be effective Praise CAN be effective Use the right kind of praiseUse the right kind of praise Use at the right timeUse at the right time Not confused with encouragementNot confused with encouragement Not confused with manipulationNot confused with manipulation

Good Praise PracticeGood Praise Practice

Be specificBe specific Constructive feedbackConstructive feedback

Be sincereBe sincere No empty praise No empty praise Don’t praise undeserved success!Don’t praise undeserved success!

Praise the process not the personPraise the process not the person Strategies, decisions, work accomplishedStrategies, decisions, work accomplished

Praise at the END of the work processPraise at the END of the work process

Helping our Children Meet Helping our Children Meet

Success:Success: What Can We Do?What Can We Do?

Reward effort – not perfectionReward effort – not perfection

Reward risk and progressReward risk and progress

Applaud persistenceApplaud persistence

Break tasks down into small stepsBreak tasks down into small steps

Acknowledge ‘learning’ not ‘work’Acknowledge ‘learning’ not ‘work’

Honour time investedHonour time invested

Help them learn to prioritizeHelp them learn to prioritize

Praise Statements 1Praise Statements 1

I like the way you invested time in the way I like the way you invested time in the way you tackled that problem.you tackled that problem.

I am impressed by how you thought hard I am impressed by how you thought hard about which method you were going to use about which method you were going to use and why it was appropriate.and why it was appropriate.

I like the way you tried to home in on what I like the way you tried to home in on what the question was really asking for: the way the question was really asking for: the way you said “What is it I need to find out?”you said “What is it I need to find out?”

Praise Statements 2Praise Statements 2

I like the fact that you didn’t give up when the first I like the fact that you didn’t give up when the first few attempts didn’t work out.few attempts didn’t work out.

The amount of effort you’re putting in is evident in The amount of effort you’re putting in is evident in your improved test marks.your improved test marks.

Risking being wrong is okay, we learn from our Risking being wrong is okay, we learn from our mistakes.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 That was too easy for you, I’m going to give you something more challenging now to enjoy.something more challenging now to enjoy.

If you found that work rather too easy for you, how If you found that work rather too easy for you, how could you change the questions to make them more could you change the questions to make them more challenging?challenging?

Praise Statements 3Praise Statements 3

Well done for your persistence, after missing Well done for your persistence, after missing a few chances you scored a great try.a few chances you scored a great try.

That success is worth so much more when you That success is worth so much more when you consider the work that went in to it.  consider the work that went in to it.  

I saw you struggling towards the start but I saw you struggling towards the start but now you’ve cracked it.now you’ve cracked it.

This is a very difficult problem, even for me. This is a very difficult problem, even for me. But you’ve thought long and hard about it and But you’ve thought long and hard about it and because you didn’t give up, you’ve come up because you didn’t give up, you’ve come up with a solution.with a solution.  

Well done, I can tell that you have been Well done, I can tell that you have been practising your pronunciationpractising your pronunciation

Praise Statements 4Praise Statements 4

It was really good to see how you overcame the It was really good to see how you overcame the problems you encountered.problems you encountered.

I can see from the finished results that you have I can see from the finished results that you have mastered the skill really well. Did you practice it at mastered the skill really well. Did you practice it at home?home?

Last week you couldn’t do this but look at how well Last week you couldn’t do this but look at how well you have done today.you have done today.

You have put a lot of effort into your explanation, You have put a lot of effort into your explanation, now it needs details about places and good examplesnow it needs details about places and good examples

You’ve worked really well. It was good to see you You’ve worked really well. It was good to see you making a solid effort and being keen to learn making a solid effort and being keen to learn something new.something new.

Praise Statements 5Praise Statements 5

Well done for your persistent effort , which I can see Well done for your persistent effort , which I can see from all the corrections you made. from all the corrections you made.

I know you found it difficult to answer this question, I know you found it difficult to answer this question, but you managed to make reference to a number of but you managed to make reference to a number of case studies. Next time aim for more detailed facts for case studies. Next time aim for more detailed facts for each example.each example.

By selecting information carefully and weighing up the By selecting information carefully and weighing up the arguments you have enhanced the quality of your arguments you have enhanced the quality of your evaluation skills. evaluation skills. 

I like the way you used different sources to establish I like the way you used different sources to establish key points. key points. 

A lot of thought and effort has gone into this A lot of thought and effort has gone into this assignment and this is highlighted by the information assignment and this is highlighted by the information you have gathered and the way you presented your you have gathered and the way you presented your workwork

Praise Statements 6Praise Statements 6

I know some of this assessment was difficult, I know some of this assessment was difficult, by persevering at it and following instructions by persevering at it and following instructions you performed well. you performed well. 

Good effort, you’ve given the question a lot of Good effort, you’ve given the question a lot of thought, exploring different points of view.thought, exploring different points of view.

I’m impressed with the way you are prepared to I’m impressed with the way you are prepared to explore ideas and develop your own response. explore ideas and develop your own response. 

It’s great to see you reading more challenging It’s great to see you reading more challenging texts.texts.

Praise Statements 7Praise Statements 7

‘‘A person who never made a mistake, never A person who never made a mistake, never tried anything new’. 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 I know some of this piece was difficult, but by sticking at it and by following by sticking at it and by following instructions you performed well in the end. instructions you performed well in the end. 

I like the way you challenged yourself by I like the way you challenged yourself by taking on a more difficult part.taking on a more difficult part.

Highest level (Outstanding learner- displays a Highest level (Outstanding learner- displays a near full range of growth mindset near full range of growth mindset

characteristics) (10% learners at most)characteristics) (10% learners at most)

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

Next to highest level (Good leaner – displays Next to highest level (Good leaner – displays most growth mindset characteristics) (25%-most growth mindset characteristics) (25%-

30% of learners)30% of learners)

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

Mid level (Quietly co-operative learner – Mid level (Quietly co-operative learner – displays some growth displays some growth

and some fixed mindset characteristics) (45% - and some fixed mindset characteristics) (45% - 55% of learners)55% of learners)

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

Low level (Very passive learner – displays Low level (Very passive learner – displays mainly fixed mindset characteristics) (10%– mainly fixed mindset characteristics) (10%–

15%)15%)

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

ResourcesResources

Social & Emotional Needs of the Gifted: Social & Emotional Needs of the Gifted: What Do We Really Know? What Do We Really Know? Prufrock Press, Prufrock Press, NAGCNAGC

Self-TheoriesSelf-Theories: Their role in motivation, : Their role in motivation, personality and development. Carol personality and development. Carol Dweck Philadelphia: Psychology Press Dweck Philadelphia: Psychology Press 19991999

Mindset: The New Psychology of SuccessMindset: The New Psychology of Success, , Random House (February 28, 2006) Random House (February 28, 2006)

The Problem with PraiseThe Problem with Praisehttp://www.onpointradio.org/shows/2007/02/20070216_b_main.asp

Why Praise Can be Bad For KidsWhy Praise Can be Bad For Kids by Anne by Anne Pleshette Murphy & Jennifer AllenPleshette Murphy & Jennifer Allenhttp://abcnews.go.com/GMA/AmericanFamily/story?id=2877896&page=1

How Not To Talk To Your Kids: The How Not To Talk To Your Kids: The Inverse Power of Praise,Inverse Power of Praise, by Po Bronson by Po Bronsonhttp://nymag.com/news/features/27840

The Effort EffectThe Effort EffectStanford Magazine, March/April 2007Stanford Magazine, March/April 2007http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.html

A Motivational Approach to Reasoning, A Motivational Approach to Reasoning, Resilience and ResponsibilityResilience and Responsibility (chapter of (chapter of book)book)http://aim.psch.uic.edu/documents/Good.DweckCh.pdf

Stanford University Research ReportStanford University Research Reporthttp://newsservice.stanford.edu/news/2007/february7/dweck-020707.html

Research Works by Carol S. Dweck Research Works by Carol S. Dweck

Mueller, C. M. & Dweck, C. S. (1998). Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine Intelligence praise can undermine motivation and performance. Journal of motivation and performance. Journal of Personality and Social Psychology ,75, 33-Personality and Social Psychology ,75, 33-52. 52.

Dweck, C.S. (1998). The development of Dweck, C.S. (1998). The development of early self-conceptions: Their relevance for early self-conceptions: Their relevance for motivational processes. In J. Heckhausen & motivational processes. In J. Heckhausen & C.S. Dweck (Eds.), Motivation and self-C.S. Dweck (Eds.), Motivation and self-regulation across the life span. Cambridge: regulation across the life span. Cambridge: Cambridge University Press. Cambridge University Press.