PRAISE FOR INTELLIGENCE CAN UNDERMINE CHILDRENS MOTIVATION AND PERFORMANCE

Praise for ability is commonly considered to have beneficial effects o n motivation. Contrary to this popular belief, six studies demonstrate d that praise for intelligence had more negative consequences for stud ents' achievement motivation than praise for effort. Fifth graders pra ised for intelligence were found to care more about performance goals relative to learning goals than children praised for effort. After fai lure, they also displayed less task persistence, less task enjoyment, more low-ability attributions, and worse task performance than childre n praised for effort. Finally, children praised for intelligence descr ibed it as a fixed trait more than children praised for hard work, who believed it to be subject to improvement. These findings have importa nt implications for how achievement is best encouraged, as well as for more theoretical issues, such as the potential cost of performance go als and the socialization of contingent self-worth.