Praise And Motivation (Mueller And Dweck)
Praise and motivation (Mueller and Dweck)
Read the assigned article, then write a short essay (2-3 paragraphs) that include the following elements. Please paste your completed essay into the comments section rather than attaching a separate file. 1. A paragraph that summarizes the topic in your own words 2. One or two paragraphs that address one or more of the following objectives: a. Describe a useful application of this information in your life, and specify what behavioral or attitude changes you might make as a result. b. Discuss possible sources of bias that might have influenced the results (sample bias, experimenter bias, cultural bias, etc) c. Discuss the generalizability of the research—do you think the result applies to all people, or just those who are similar in some way to the sample that was studied in the research? d. Discuss the ethics of the research: was the research ethical? How might ethics influence the way that the research was conducted? e. Briefly describe an experiment that you might do as a follow-up study. Explain what additional information you would gain from the study that you propose. f. Find a follow-up study on the topic that has been done by another researcher, explain what the study adds to the original research, and provide an abstract and citation for the study.
Paper For Above instruction
The article by Mueller and Dweck delves into the impact of praise and motivation on individuals' learning behaviors and self-perception. It emphasizes the distinction between praising intelligence and praising effort, highlighting that effort-based praise fosters a growth mindset, encouraging resilience and persistence in the face of challenges. The research indicates that when students are praised for their effort, they are more likely to adopt a motivated attitude towards learning, view difficulties as opportunities to grow, and demonstrate greater perseverance, whereas praise for innate ability can lead to fixed mindsets, potentially discouraging effort when confronted with failure.
This insight has practical applications in both educational settings and personal development. Personally, I plan to apply effort-based praise when encouraging others and myself, focusing on the process and perseverance rather than inherent talent. For example, in coaching or mentoring roles, I might emphasize improvements gained through hard work, which can motivate sustained effort and resilience. By shifting my attitude to value persistence over innate talent, I hope to foster a more productive and growth-oriented environment. Furthermore, understanding the potential biases in the research, such as cultural biases—since reactions to praise may vary across cultures—reminds me to consider diverse perspectives when applying these findings. While the research shows promising results, its generalizability might be limited, primarily reflecting Western educational contexts, and may differ in collectivist cultures where praise and motivation are culturally nuanced. Ethically, the studies appear sound, involving minimal risk and informed consent, but it’s vital to recognize the potential for bias and ensure that praise is genuine and not manipulative. To expand this understanding, I would propose an experiment examining whether the effectiveness of praise varies across different cultural backgrounds, providing valuable insight into tailoring motivation strategies globally. A follow-up study by Claro et al. (2016) further investigates how growth mindset interventions can influence academic achievement across diverse populations, adding depth to the research on motivation and effort.
References
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664–8668. https://doi.org/10.1073/pnas.1608207113
Dweck, C. S., & Mueller, C. M. (2010). Praise for intelligence can undermine motivation and learning. Journal of Personality and Social Psychology, 75(1), 33–52.