A child achieves a high math score. \u201cYou\u2019re so smart,\u201d says the teacher, praising her. A child flunks a test and a parent offers support for his learning: \u201cNever mind,\u201d says the parent comfortingly. \u201cYou tried your best.\u201d<\/p>\n
These are typical examples of well-intentioned adults trying to help children. The grown-ups in these instances have progressive ideas: they recognize that emotional well-being is crucial for learning. Yet, like many parents and teachers, they\u2019re not necessarily helping either child in the long run. What they said may actually discourage learning by bolstering unhelpful mindsets.<\/p>\n
Research shows that praising personal attributes tends to make children think they have a certain amount of ability and can\u2019t do much to change it. That\u2019s called a \u201cfixed mindset\u201d. Focusing instead on the process of learning is more likely to help children develop in the long run.<\/p>\n
Studies have found that praising children\u2019s intelligence and natural ability \u2013 saying things like \u201cYou\u2019re so smart\u201d \u2013 though it sounds encouraging, may ultimately lead children to reject hard tasks in favor of easier ones that pose no threat to their \u201csmartness\u201d. Later, when given harder problems, these children are more likely to believe that the difficulty they\u2019re having reflects poorly on their intelligence. If success means they are smart, failure implies that they are not, so they may stop trying.<\/p>\n
\u201c\u2018You\u2019re so smart\u2019 – though it sounds encouraging \u2013 may be the wrong approach. It can ultimately lead children to reject hard tasks in favor of easier ones that pose no threat to their \u2018smartness.\u2019\u201d<\/strong><\/p><\/blockquote>\n
The prognosis for learning is also undermined for the child who is praised for doing their best after failing the math test. Here the parent is applauding effort but saying that the child\u2019s best effort is a failure, implying that the child can never do better. Once more, adults may inadvertently encourage children to develop a fixed mindset about their abilities, which may diminish their capacity to learn in the future.<\/p>\n
Consequences for lifelong learning<\/h2>\n
These research findings matter a great deal. Today\u2019s educational systems are meant to be shifting from traditional models of simply imparting knowledge to a new goal of fostering lifelong learning. This shift is vital so that people will be able to adapt throughout their lives to rapidly changing economies. To this end, children need parents and teachers who give them helpful messages about their capacity to learn and grow, especially when they struggle at first.<\/p>\n
However, mindsets\u2019 research questions the design of some education systems which, while typically espousing goals of lifelong learning, may inadvertently do just the opposite by teaching to high-stakes tests. These may send the message that what\u2019s valued most are fixed aptitudes being measured with one test. Such assessment systems can demotivate many students who have the ability to improve and learn, but who may come away with a fixed mindset, believing that they can\u2019t do any better, thus damaging their future prospects. Pressure to perform may be highly counterproductive in the long run, even when it comes to test scores.<\/p>\n
Positive approaches to learning require parents, teachers and education systems that foster \u201cgrowth mindsets\u201d in students \u2013 the belief that they can develop their ability through hard work, good strategies and instruction from others. Numerous studies have demonstrated that children who hold such beliefs are more open to learning and perform better academically. For instance, in a study published in the Proceedings of the National Academy of Sciences<\/em>, Susana Claro and colleagues surveyed all the 10th grade students in Chile and found that across all income levels, the more students held a growth mindset<\/a>, the better they performed on standardized tests.<\/p>\n
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