{"id":1813,"date":"2014-04-09T10:20:48","date_gmt":"2014-04-09T17:20:48","guid":{"rendered":"http:\/\/blogs.kqed.org\/americangraduate\/?p=1813"},"modified":"2014-04-09T10:20:48","modified_gmt":"2014-04-09T17:20:48","slug":"mindshift-giving-good-praise-to-girls-what-messages-stick","status":"publish","type":"post","link":"https:\/\/ww2.kqed.org\/americangraduate\/2014\/04\/09\/mindshift-giving-good-praise-to-girls-what-messages-stick\/","title":{"rendered":"Mind\/Shift: Giving Good Praise to Girls: What Messages Stick"},"content":{"rendered":"<p><a href=\"http:\/\/ww2.kqed.org\/americangraduate\/wp-content\/uploads\/sites\/52\/2014\/04\/girls.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-1814\" src=\"http:\/\/ww2.kqed.org\/americangraduate\/wp-content\/uploads\/sites\/52\/2014\/04\/girls-300x195.jpg\" alt=\"girls\" width=\"300\" height=\"195\" \/><\/a><\/p>\n<p>Story: Katrina Schwartz<\/p>\n<p>Photo: Woodleywonderworks<\/p>\n<p>ow to praise kids: It\u2019s a hot topic for many parents and educators. A lot of the conversation around it has stemmed from studies by\u00a0<a href=\"https:\/\/www.stanford.edu\/dept\/psychology\/cgi-bin\/drupalm\/cdweck\">Carol Dweck<\/a>, professor of psychology at Stanford who has been researching this specific topic for many years.<\/p>\n<p>\u201cMy research shows that praise for intelligence or ability backfires,\u201d said Dweck, who co-authored a seminal <a href=\"https:\/\/www.stanford.edu\/dept\/psychology\/cgi-bin\/drupalm\/system\/files\/Intelligence%20Praise%20Can%20Undermine%20Motivation%20and%20Performance.pdf\">research paper<\/a> on the effects of praise on motivation and performance. \u201cWhat we\u2019ve shown is that when you praise someone, say, \u2018You\u2019re smart at this,\u2019 the next time they struggle, they think they\u2019re not. It\u2019s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.\u201d<\/p>\n<p>But what some might not know is that this paradox is strongest for girls.<\/p>\n<p>Dweck\u2019s research, which focuses on what makes people seek challenging tasks, persist through difficulty and do well over time, has shown that many girls believe their abilities are fixed, that individuals are born with gifts and can\u2019t change. Her research finds that when girls think this way, they often give up, rather than persisting through difficulties. They don\u2019t think they possess the ability to improve, and nowhere is the phenomenon stronger than in math.<\/p>\n<p><a href=\"http:\/\/blogs.kqed.org\/mindshift\/2013\/04\/giving-good-praise-to-girls-what-messages-stick\/\">Read more. <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Story: Katrina Schwartz Photo: Woodleywonderworks ow to praise kids: It\u2019s a hot topic for many parents and educators. A lot of the conversation around it has stemmed from studies by\u00a0Carol Dweck, professor of psychology at Stanford who has been researching this specific topic for many years. \u201cMy research shows that praise for intelligence or ability &hellip; <a href=\"https:\/\/ww2.kqed.org\/americangraduate\/2014\/04\/09\/mindshift-giving-good-praise-to-girls-what-messages-stick\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Mind\/Shift: Giving Good Praise to Girls: What Messages Stick<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":3209,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[8,4],"tags":[],"coauthors":[],"series":[],"affiliates":[],"programs":[],"collections":[],"interests":[],"class_list":["post-1813","post","type-post","status-publish","format-standard","hentry","category-kqed_research_national_ag","category-kqed_research_ag"],"acf":{"template_type":"standard","featured_image_type":"standard","is_audio_post":false},"template_type":null,"featured_image_type":null,"is_audio_post":null,"_links":{"self":[{"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/posts\/1813","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/users\/3209"}],"replies":[{"embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/comments?post=1813"}],"version-history":[{"count":0,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/posts\/1813\/revisions"}],"wp:attachment":[{"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/media?parent=1813"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/categories?post=1813"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/tags?post=1813"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/coauthors?post=1813"},{"taxonomy":"series","embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/series?post=1813"},{"taxonomy":"affiliates","embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/affiliates?post=1813"},{"taxonomy":"programs","embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/programs?post=1813"},{"taxonomy":"collections","embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/collections?post=1813"},{"taxonomy":"interests","embeddable":true,"href":"https:\/\/ww2.kqed.org\/americangraduate\/wp-json\/wp\/v2\/interests?post=1813"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}