What's Happening?
New research published in the Journal of Educational Psychology suggests that telling young children they are 'smart' after a success may inadvertently increase their likelihood of cheating in subsequent tasks. The study, conducted in China with 210 children aged
5-6 from urban middle-class backgrounds, involved two experiments. Children were given an easy counting task and then received different types of feedback: being told they were smart, worked hard, got lucky, or that the task was easy. A control group received no explanation. Following this, all children were given a 'temptation task' designed with an opportunity to cheat when an adult left the room. The findings revealed that children who were told they were smart were almost twice as likely to cheat (64.3%) compared to those who received other forms of feedback or no explanation (ranging from 21.4% to 38.1%). This indicates that attributing success to inherent ability might create pressure to maintain that image, leading to dishonest behavior.
Why It's Important?
This research has significant implications for parenting and educational practices in the U.S., challenging the common belief that praising a child's intelligence is always beneficial. The study suggests that such praise, while intended to boost confidence, can instead foster a fixed mindset where children feel pressure to constantly prove their 'smartness.' This pressure can lead to a fear of failure and a reluctance to tackle difficult tasks, or, as the study shows, resort to cheating to maintain the perception of high ability. For educators, understanding this dynamic is crucial for developing effective feedback strategies that promote genuine learning and resilience rather than a focus on outcomes at any cost. Parents might need to reconsider their language, shifting from ability-focused praise to effort-focused encouragement, which emphasizes controllable factors and the value of perseverance.
What's Next?
The findings suggest a need for educators and parents to re-evaluate how they provide feedback to children. Future discussions and workshops in educational settings may focus on promoting growth mindsets, where effort and learning from mistakes are celebrated over innate ability. Parenting resources and guides might begin to emphasize alternative praise strategies, such as commending hard work ('You worked really hard on that!') rather than inherent traits. Further research could explore the long-term effects of different types of praise on academic integrity and motivation in diverse cultural contexts within the U.S. Additionally, studies might investigate how these findings apply to older children and adolescents, and whether the impact of 'smart' praise evolves with age and cognitive development.
Beyond the Headlines
The study delves into the subtle psychological mechanisms behind children's behavior, highlighting how adult feedback can shape a child's ethical decision-making. It underscores the idea that praise, when misdirected, can inadvertently create an environment where children prioritize performance over integrity. This raises broader questions about the societal emphasis on achievement and intelligence, and how it might contribute to a culture of perfectionism and fear of failure. Ethically, it prompts a re-examination of how we instill values like honesty and perseverance in children. Legally, while not directly applicable, the findings could inform discussions around academic integrity policies in schools, emphasizing preventative measures through positive reinforcement of effort and ethical conduct rather than solely punitive approaches to cheating. Culturally, it challenges the pervasive notion that being 'smart' is the ultimate goal, suggesting that fostering a love for learning and resilience might be more beneficial.
