By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA
In my last blog, I discussed why the right kind of praise matters for students. In Part 2 of my blog series about Praise, I’m going to discuss how the right kind of praise leads to students having grit or perseverance. Grit or perseverance is often understood as sustained effort toward a achieving a goal. Research links grit, self-regulated learning, and resilience with students’ engagement and persistence in challenging academic tasks as the ability persist through challenges, setbacks, and failures.
In Part 1, I discussed Carol Dweck’s research that distinguished praising intelligence versus praising effort. When students are told they are “smart,” their identity gets “locked in” on being/appearing smart, so they avoid difficult tasks that could expose them to failure or being perceived as “dumb or not smart.” Therefore, praising effort encourages a “growth mindset,” which is the belief that abilities can develop through learning, practice, and persistence.
This idea connects directly to grit. Praising effort naturally encourages grit. It teaches that productive failure is part of the learning process and prepares students for setting long-term goals or assignments that are challenging. It prepares them for life! Failure should be viewed as a part of life and learning, and not associated with shame or a permanent label. Failure can be used as a jumping off point to explore where the breakdown happened. This is why we praise “productive failure.” It encourages students to ask questions about what happened and move forward with curiosity. Grades should not be ignored, but they should not be the sole object of praise. Instead, use good grades as a recognition of mastery of content, study habits, effort, perseverance, practicing the hardest problems, asking for help when needed, and revising mistakes, etc.
Teachers and parents should praise actions instead of results or identity labels. Instead of saying, “You’re such a math whiz,” try saying, “You stuck with those confusing word problems and kept trying a different approach, that’s great.” Or instead of, “You failed the test,” one can offer, “This test score shows me that you didn’t really understand this concept or study in a way that allowed you to master the content.” These types of phrases show students that failure and setbacks are temporary and actionable – not permanent.
A growth mindset allows students to approach life with an openness that allows them to fail, make mistakes, and be/feel okay about themselves. It does not define who they are as a person! Praise about the process they took or the effort they put forth helps students develop intrinsic motivation, resilience, and greater challenge-seeking behaviors. They don’t see themselves as a failure and won’t give up as easily. Remind them that failure is part of learning, and building grit will carry them forward in future endeavors. Praising effective strategies, improvement, and sustained effort can help students develop resilience. Ultimately, praise that emphasizes the process of learning can strengthen the mindset that supports grit, helping individuals persist because they understand that effort can lead to growth.
As we send students back to school for the new academic year, remember the impact that giving the right kind of praise can make in the short- and long-term in helping them to build both a growth mindset and grit in their school life and life in general.
Resources:
“How to Encourage Academic Grit and a Growth Mindset in Your Students”
By Princy Quadros-Mennella, PhD, Associate Professor of Psychology, Director of the Neuroscience Program, Bay Path University and Thomas Mennella, PhD, Associate Professor of Biology Director of the M.S. in Applied Laboratory Science and Operations Program, Bay Path University
https://www.academicimpressions.com/how-to-encourage-academic-grit-and-a-growth-mindset-in-your-students/
Psychologist Angela Duckworth’s research about grit:
https://www.angeladuckworth.com
About the Author
NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology,
research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.
Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.
To book a consultation with Ms. Lucci or one of our many expert clinicians, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant/service in the referral line.
NESCA is a pediatric neuropsychology practice and related services center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and Coral Gables, Florida, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.
