THE GROWTH MINDSET: HOW PRAISE SHAPES LIFELONG RESILIENCE
Keywords:
Growth Mindset, Resilience, Process Praise, Fixed Mindset, Carol Dweck, Intrinsic Motivation, The Power ofAbstract
This article explores the psychological foundations of the Growth Mindset—the belief that intelligence and abilities are malleable rather than fixed—and investigates how parental and educator feedback serves as a primary architect of childhood resilience. By synthesizing the research of Carol Dweck and contemporary developmental psychologists, the piece examines the critical distinction between Person Praise (focusing on innate talent) and Process Praise (focusing on effort and strategy).
The analysis reveals that while trait-based compliments often inadvertently foster a fear of failure and risk aversion, process-oriented feedback empowers children to view setbacks as essential learning opportunities. Ultimately, the article argues that by shifting our linguistic habits and embracing "the power of yet," we can equip the next generation with the cognitive flexibility and persistence required to navigate lifelong challenges.
References
1. Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Random House. (The foundational book outlining the difference between fixed and growth mindsets).
2. Mueller, C. M., & Dweck, C. S. (1998). "Praise for intelligence can undermine children's motivation and performance." Journal of Personality and Social Psychology, 75(1), 33–52. (The landmark study cited in the "Results" section regarding the 5th-grade puzzle experiment).
3. Yeager, D. S., & Dweck, C. S. (2012). "Mindsets that promote resilience: When students believe that personal characteristics can be developed." Educational Psychologist, 47(4), 302–314. (Focuses specifically on the link between growth mindset and resilience/social responses).
4. Gunderson, E. A., et al. (2013). "Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later." Child Development, 84(5), 1526–1541. (Longitudinal study proving that early process praise predicts a growth mindset in later childhood).
5. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). "Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention." Child Development, 78(1), 246–263. (Studies the trajectory of math grades in junior high school students).
6. Henderlong, J., & Lepper, M. R. (2002). "The effects of praise on children's intrinsic motivation: A review and synthesis." Psychological Bulletin, 128(5), 774–795. (A comprehensive review of how different types of praise affect a child's internal drive).
7. Paunesku, D., et al. (2015). "Mind-set interventions are a scalable treatment for academic underperformance." Psychological Science, 26(6), 784–793. (Demonstrates how growth mindset interventions can be applied successfully in large-scale school settings).
