Why Effort Praise Can Backfire in Adolescence
Why Effort Praise Can Backfire in Adolescence
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DOI：
10.1111/cdep.12284
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发表时间：
2018-09-01
影响因子：
6.4
通讯作者：
Wang, Ming-Te
中科院分区：
文献类型：
--
作者：
Amemiya, Jamie;Wang, Ming-Te
对过程的表扬，包括表扬学生的努力程度和有效的策略，在提高学生的学习动机方面显示出了希望。然而，家长和老师可能会理解这意味着仅仅表扬学生的努力程度就足够了。虽然对努力的表扬在幼儿期的某些方面是有效的，但它往往在青春期停止工作，甚至适得其反。在这篇文章中，我们解释这些发现的发展。我们认为，努力表扬可以沟通，努力是提高能力的途径，但也可以暗示，学生需要努力，因为低先天能力。我们建议，青少年在第二种方式解释的赞扬，因为中学往往重视先天能力比努力和青少年有意识的能力刻板印象的风险更大。我们的结论与理论和研究的影响。
Praise for process, which includes praising students' level of effort and effective strategies, has shown promise in improving students' motivation to learn. However, parents and teachers may interpret this to mean that solely praising students' effort level is sufficient. Although praise for effort is effective in some respects in early childhood, it often stops working and even backfires by adolescence. In this article, we explain these findings developmentally. We suggest that effort praise can communicate that effort is a path to improving ability, but can also imply that the student needs to work hard because of low innate ability. We propose that adolescents are at greater risk for interpreting the praise in the second way because secondary schools often value innate ability more than effort and adolescents are conscious of ability stereotypes. We conclude with implications for theory and research.