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Last week, I wrote about how adults’ negative comments about their own math abilities can discourage children from persevering through math challenges. When kids hear adults talk about their struggles with math, they may start to believe that math just isn’t for them, leading them to give up rather than push through difficulties. Interestingly, even positive comments can have a similar effect—depending on how they’re framed. This week, I want to explore how well-meaning praise, like “You’re really good at math,” can sometimes discourage kids from putting in effort and learning.

In 1998, Carol Dweck and Claudia Mueller conducted a study on the effects of praise on effort. Students were given a set of puzzles they could solve fairly easily. Afterward, the test giver praised them in one of two ways: either for their ability or for their effort. Half the students were told, “Good job! These puzzles are hard—you must be really smart.” The other half heard, “Good job! These puzzles are hard—you must have worked really hard on them.”

When given a choice between tackling more challenging puzzles or sticking with easier ones, students praised for their intelligence tended to choose the easier option. In contrast, those praised for their effort were more likely to take on the harder puzzles.

Dweck and Mueller concluded that praising children for their intelligence unintentionally reinforces the idea that intelligence is a fixed trait—something you're simply born with. Wanting to appear smart, these children opted for puzzles they knew they could solve rather than risk exposing any limits in their understanding. On the other hand, the children praised for their effort were more likely to see intelligence as something that grows with hard work. As a result, they embraced more challenging puzzles, recognizing them as opportunities to develop their abilities.

So, how can we apply these insights in our interactions with children?

We can foster a growth mindset by focusing on effort rather than outcomes. Saying, “I’m proud of you because it’s clear how much you studied for that assessment,” encourages persistence and resilience far more than “I’m proud of you for getting such high marks on your assessment.”

Our goal should be to nurture a mindset where children believe they can develop their skills through dedication and effort. By shifting our praise, we empower them to embrace challenges, persist through difficulties, and ultimately reach their full potential in mathematics and beyond.