I understand that it's better to praise effort than ability, but I think there's a role for helping children to understand their own ability, too.
This seems to be agreement with
mindset.
The quoted article in the original post mischaracterizes the linked material. For example:
Gifted girls need to be reminded that they are smart.
is in agreement with
In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame.
While it is difficult to condense years of research and a book of nearly 300 pages, these two quotes summarize it well
Our society worships talent, and many people assume that possessing superior intelligence or ability—along with confidence in that ability—is a recipe for success. In fact, however, more than 35 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings.
The result plays out in children like Jonathan, who coast through the early grades under the dangerous notion that no-effort academic achievement defines them as smart or gifted. Such children hold an implicit belief that intelligence is innate and fixed, making striving to learn seem far less important than being (or looking) smart. This belief also makes them see challenges, mistakes and even the need to exert effort as threats to their ego rather than as opportunities to improve. And it causes them to lose confidence and motivation when the work is no longer easy for them.
Praising children's innate abilities, as Jonathan's parents did, reinforces this mind-set, which can also prevent young athletes or people in the workforce and even marriages from living up to their potential. On the other hand, our studies show that teaching people to have a “growth mind-set,” which encourages a focus on “process” (consisting of personal effort and effective strategies) rather than on intelligence or talent, helps make them into high achievers in school and in life.
and
Some students reacted defensively to mistakes, denigrating their skills with comments such as “I never did have a good rememory,” and their problem-solving strategies deteriorated.
Others, meanwhile, focused on fixing errors and honing their skills. One advised himself: “I should slow down and try to figure this out.” Two schoolchildren were particularly inspiring. One, in the wake of difficulty, pulled up his chair, rubbed his hands together, smacked his lips and said, “I love a challenge!” The other, also confronting the hard problems, looked up at the experimenter and approvingly declared, “I was hoping this would be informative!” Predictably, the students with this attitude outperformed their cohorts in these studies.
Meanwhile this "teaser" introduction to the article does not summarize
mindset well:
The Secret to Raising Smart Kids[/b] ]HINT: Don't tell your kids that they are.
This thread on gifted girls, their confidence, and self-esteem, flows well, I think, from the observation on
foils from a recent
post on another thread
The KIDS may be great... and the parents may be another story if they feel that your kid is not a...'good foil' for his/her excellence...
"
Feeling threatened by the success of others" is a tendency of a fixed mindset, whereas "
finding lessons and inspiration in the success of others" is a tendency of a growth mindset. (page 245,
mindset )
This thread is also reminiscent of the recent thread,
Against the growth mindset.
Some articles on
mindset may be written to encourage audiences with children having lower IQs to not create self-imposed limitations based on those numbers. That audience of readers may be different than those who frequent this forum. However in the book
mindset and the author's articles flowing from it, I've not seen a recommendation to withhold information from gifted children regarding their IQ (other than the teaser referenced earlier in this post); These kids often have already observed that they are
different and may find it a relief to have their observations affirmed and explained. While maintaining motivation may be best achieved by a focus on praising effort rather than praising intelligence, this does not preclude informing gifted kids of their IQ, class rank, etc... it simply does not
emphasize these things.
For anyone who has not read the book
mindset, I do recommend it. It is based on years of research. Not that I agree with every idea/application, but on balance found a number of ideas to be useful. Beyond implications for children's classroom learning, there are lifelong applications of this motivational theory, including "Mindsets in love (or not)."
Some may say that "being reminded you are smart" and having a "fundamental belief in your abilities" would include not only a belief in one's innate intelligence, but also a belief in embracing challenges, persistence in the face of setbacks, effort as a positive path, interest in learning from feedback as well as from mistakes, and reaching ever-higher levels of achievement, in a manner which is genuine and emotionally satisfying.
