Carol Dweck discusses this concept in her Scientific American article “The Secret to Raising Smart Kids.” We all want our kids to be bright and reach their greatest potential and she gives some practical direction for parents and teachers.
What’s your philosophy about intelligence? Does each person have a fixed intelligence or is our intellectual capacity malleable and growable? Dr. Dweck’s research shows that this philosophy is key to motivation and achievement.
Such divergent outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester-and the gap between the two groups continued to widen during the two years we followed them.
As a parent, I have to stop and think about this. My own personal attitude is a growth mind-set but am I communicating that to my kids? The cautionary tale in the article is one of a boy, Jonathan, who was told that he sailed through school without studying because he is special, gifted and smart.
The result plays out in children like Jonathan, who coast through the early grades under the dangerous notion that no-effort academic achievement defines them as smart or gifted. Such children hold an implicit belief that intelligence is innate and fixed, making striving to learn seem far less important than being (or looking) smart. This belief also makes them see challenges, mistakes and even the need to exert effort as threats to their ego rather than as opportunities to improve. And it causes them to lose confidence and motivation when the work is no longer easy for them.
Contrast Jonathan with a child who is bright but has a growth mindset that informs them that their intellect is not finite but must be worked at. A growth mindset produces kids (and adults) who rise to challenges and view failure as opportunity.
How does one communicate and train a child to have a growth mind-set? Dr. Dweck suggests telling stories of people who excelled through hard work and effort. Another key is to praise kids not for being smart but for effort. In joint research at Columbia with Dr. Claudia Mueller, they administered an I.Q. test to several hundred fifth graders. Part way through the test each of the student was praised, some for being smart and some for their effort.
We found that intelligence praise encouraged a fixed mind-set more often than did pats on the back for effort. Those congratulated for their intelligence, for example, shied away from a challenging assignment-they wanted an easy one instead-far more often than the kids applauded for their effort. (Most of those lauded for their hard work wanted the difficult problem set from which they would learn.) When we gave everyone hard problems anyway, those praised for being smart became discouraged, doubting their ability. And their scores, even on an easier problem set we gave them afterward, declined as compared with their previous results on equivalent problems. In contrast, students praised for their effort did not lose confidence when faced with the harder questions, and their performance improved markedly on the easier problems that followed.
Another way to encourage a growth mind-set is to teach kids about how the brain works. It’s like a muscle that needs to be worked out to strengthen and improve.
People do differ in intelligence, talent and ability. And yet research is converging on the conclusion that great accomplishment, and even what we call genius, is typically the result of years of passion and dedication and not something that flows naturally from a gift.
It’s easy to see that one’s mind-set toward intelligence is key to motivation and success. Equipping our kids with a growth mind-set will benefit them in the challenges they will face in their adult life.
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So true!!! I’m curious about this too… what does praising a child in ALL they do teach that child? We all have gifts - and we all have areas in which we are not gifted. Is it better to give our kids a healthy balanced look at themselves?
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Should we tell kids they are smart?
I must read the Scientific American article, to be sure, but I’m guessing that there is a discussion of the difference between IQ and achievement in the article.
IQ alone does not guarrantee achievement, although the two are correlated in population studies.But those tell us little about the actions of each individual with a given IQ.
And IQ, as much as testing loads onto g (genera ability) does not change significantly. The problem, though, is that sometimes, due to problems getting at g on IQ tests, the scores do not reflect an individual’s general ability. Then if the problems are remediated, you see an increase in IQ. For example, many studies have shown that motor difficulties will lower the IQ score on tests–especially on the performance IQ component–but then the score doesn’t reflect g very well.
Although we know there are differences among individuals when it comes to cognitive abilities, just as there are variations in height, weight, and other continuous traits, ultimately each individual must put forth some effort in order to develop commesurate with that potential.
Should we tell kids they’re smart? I expect that they will figure it out for themselves. But we ought to tell them, over and over again, that brains alone do not get you where you want to go. To do the things in life you want to do, you’ve got to develop patience, persistence, and a good work ethic. And more than tell them this, we ought to demonstrate it in our own lives. Sometimes good stuff comes easily, but not often.
Elishiva,
I agree wholeheartedly. IQ measures a very narrow band of ability and is biased toward those who process strongly in the mode the test is given, i.e. audio or visual or kinesthetic. It’s not at all indicative of a person’s overall potential. Persistence, determination and a sound work ethic are greater predictors of success. (in my humble opinion)
December 6, 2007
I cant remember the cite now, but I will look it up for you later if you want.. but I recently read a paper that praise such as “you are clever” or “you are smart” is not very motivating. The most effective praise is as specific as possible. Not “You are smart” but “you did that factorisation exercise very well” or “you are very good at playing the trombone scales”..
I think this is an interesting conversation. If this topic interests you a great book to read is: Enriching the Brain by Eric Jensen. I definitely believe in the malleability of the brain. I also believe that specific praise is much more meaningful than just saying your smart.
Ms. Mize,
Thanks for the book recommendation. I’ll look for it at the library.
I believe that honest praise for assignments or tasks well done is important. I believe there are many elements involved in sparking the brain and lighting up those ever changing brain surges to keep thoughts and skills moving in healthy functional patterns. This builds new pathways in the brain critical for problem solving and risk taking. A positive honest environment is helpful in feeling comfortable enough to take on the challenge of learning new material or improving in areas that maybe weaker.
I have been discussing this recently with my 9 year old son. I explained that he is smart and gifted in certain areas such as math, science, and piano. (not officially gifted, just talented) But I told him that he has a obligation therefore to work harder in those subjects because he is talented. Just like the parable of the talents (coins) in the Gospels, the gift he received from God demands that he develop that talent.
Did Mozart have to practice the piano? Yes, and he did for hours each day. Did Einstein have to memorize the times tables? Of course, for where would we be if he hadn’t?
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