Department of Psychology.
Dev Psychol. 2013 Nov;49(11):2040-6. doi: 10.1037/a0031840. Epub 2013 Feb 11.
This research examined if mothers' day-to-day praise of children's success in school plays a role in children's theory of intelligence and motivation. Participants were 120 children (mean age = 10.23 years) and their mothers who took part in a 2-wave study spanning 6 months. During the first wave, mothers completed a 10-day daily interview in which they reported on their use of person (e.g., "You are smart") and process (e.g., "You tried hard") praise. Children's entity theory of intelligence and preference for challenge in school were assessed with surveys at both waves. Mothers' person, but not process, praise was predictive of children's theory of intelligence and motivation: The more person praise mothers used, the more children subsequently held an entity theory of intelligence and avoided challenge over and above their earlier functioning on these dimensions.
这项研究考察了母亲日常对孩子在学校取得成功的赞扬是否对孩子的智力理论和动机产生影响。参与者为 120 名儿童（平均年龄=10.23 岁）及其母亲，她们参加了一项为期 6 个月的 2 波研究。在第一波中，母亲们完成了为期 10 天的日常访谈，报告了她们使用的个人（例如，“你很聪明”）和过程（例如，“你很努力”）表扬。在两波中都使用调查评估了儿童的实体智力理论和对学校挑战的偏好。母亲的个人表扬，但不是过程表扬，可以预测孩子的智力理论和动机：母亲使用的个人表扬越多，孩子随后就越持有实体智力理论，并避免挑战，而超过他们在这些维度上的早期表现。
