PSYC1001 Lecture Notes - Lecture 32: Replication Crisis, Mindset, Motivation

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22/05/2018 Motivation, Achievement and How to Talk to Children
Background
oIn 1969 it was believed that children’s self-esteem was the central factor in
determining a successful childhood, then life
oFocus became centred on cultivating high-self-esteem – affected how children were
treated in schools and parental attitudes
oThis ended up being proven wrong: e.g. people with high-self-esteem use drugs
oEvidence of this belief: Millennials do appear to have higher self esteem
oHowever, constant, indiscriminate praise appears to lead to more “fragile” self-
esteem instead of sense of earned “secure” self-esteem
Motivation and Goals
oIntrinsic motivation – you are doing it because you are enjoying it (e.g. reading);
associated with mastery goals – want to get better at it; process praise
oExtrinsic motivation – you are doing it to achieve a reward (e.g. psychology class);
associated with performance goals – desire to do something for others sake; person
praise
oProblem with giving immediate reward is it may shift intrinsic motivation to an
extrinsic motivation – leads to inconsistency later on in life with those tasks
performed; therefore, may lose all motivation
oFrom early childhood through Uni, students with mastery goals have better marks
than students with performance goals
Dangers of person praise
oLeads to an “entity” mindset (fixed intelligence level; with little effort that child
SHOULD be able to go well)
oAssociated with performance goals, especially avoidance-performance: children
want to avoid looking dumb
oThis leads to a lack of effort, inability to cope with failure. Both of which lead to a lot
of further failure. Can’t deal with setbacks as they think results reflect intelligence
oIn experiment, children who received person praise: didn’t want to be embarrassed
by revealing they in fact, were not smart. When they chose to do a harder task, they
were stressed, strained and sad
Benefits of “process” praise
oLeads to a growth mindset – assumes intelligence is a skill achieved with hard work
(effort = good grades)
oAssociated with mastery goals – just want to get better with what you are doing
oLeads to increased effort in the face of failure – tests do not reflect ability, allows
you to grow – therefore more resilient to setbacks
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Document Summary

Motivation, achievement and how to talk to children. Dangers of person praise: leads to an entity mindset (fixed intelligence level; with little effort that child. Should be able to go well: associated with performance goals, especially avoidance-performance: children want to avoid looking dumb, this leads to a lack of effort, inability to cope with failure. Both of which lead to a lot of further failure. Can"t deal with setbacks as they think results reflect intelligence: in experiment, children who received person praise: didn"t want to be embarrassed by revealing they in fact, were not smart. When they chose to do a harder task, they were stressed, strained and sad. Motivation, achievement and how to talk to children: in experiment, children who received process praise: wanted to learn. When they chose to do a harder task, they enjoyed the process, wanting to improve. Research shows boys get more process praise than girls, and boys are more likely to have growth mindsets.

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