Encouraging Effort and Motivation in Children Cindy Sheets Kathy Jones You can find the presentation here: Questions to Ponder Do you believe that its important for your childs success to tell them that theyre 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 dont 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 Dwecks Conclusions: The surest path to high self-esteem is to be successful at something one perceived would be difficult! Each time we steal a students 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 ones 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 Cloningers 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 Dont 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 PraiseWhy Praise Can be Bad For Kids by Anne Pleshette Murphy & Jennifer Allen7896&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 onlineBrainologyAn interactive program for middle school students ($) Also contains videos and resources for parents.www.brainology.us 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