What does typical verbal praise look like when provided to a child? Depending on the situation, it goes like this “you’re so talented”, “you’re so smart”, “you’re the best in your class”.

Current research

According to Dr. Carol Dweck, a renowned psychologist in the areas of motivation and mindset, these statements about a child that are tied to his or her identity (the so-called, identity labels) are bad to use as praise. Why is that? Dr. Dweck argued that people can have two types of mindset: fixed mindset and growth mindset. In a fixed mindset, individuals believe that their abilities, intelligence, and talents are fixed traits that cannot be changed. They tend to avoid challenges, give up easily in the face of obstacles, see effort as fruitless, ignore useful feedback, and feel threatened by the success of others. Conversely, in a growth mindset, individuals believe that their abilities can be developed through dedication and hard work. They see challenges as opportunities for growth, persist in the face of setbacks, embrace effort as a necessary part of learning, learn from criticism, and find inspiration in the success of others.

Dweck’s research has shown that individuals with a growth mindset tend to achieve more and perform better than those with a fixed mindset, as they are more resilient, adaptable, and open to learning.

Applying research to practice

As it turns out, when parents and educators rely exclusively on “you’re so smart” type of praise, they are actually reinforcing fixed mindset by helping children develop a belief that they have an innate, stable trait that cannot be changed. These children are more likely to limit their engagement to those tasks for which they are likely to receive the same praise (“you’re so smart”).

At the same time, fixed mindset about one’s level of intelligence can produce reluctance to try out new things or to try and approach nonstandard tasks or tasks that are exceed the typical level of challenge for the child. Children who receive praise for specific actions, strategies, or efforts the child has put in, such as “I can see you worked really hard on that” or “I appreciate how you kept trying even when it was difficult”, tend to be less afraid of trying out new things and approaching novel tasks.

Thus, by praising effort, perseverance, and growth rather than innate ability, parents and educators can help foster a growth mindset in children, encouraging them to embrace challenges, learn from failures, and ultimately reach their full potential.

Dr. Dweck has also warned us about the danger of blanket statements like “You’re amazing” or “You’re the best” – these may reinforce a fixed mindset by implying that success is solely based on innate abilities.