TL;DR
Get gifts for the two of you delivered free with Prime
- Fast, free delivery on millions of items
- Prime Video, Amazon Music and more included
- Member-only deals all year
A report from Bolde describes research by psychologist Carol Dweck in which fifth-graders praised for effort were more likely to choose harder problems than children praised for intelligence. The findings support specific feedback about controllable actions, but do not mean results should be ignored or that effort-focused praise guarantees better outcomes.
A Bolde report on praise and motivation points to research by psychologist Carol Dweck suggesting that children praised for working hard may be more willing to tackle difficult problems than children praised for being smart. The findings matter because feedback can shape how people interpret setbacks, although the report does not establish that effort-focused praise guarantees better performance in every setting.
The report describes an experiment in which fifth-grade students completed problems and then received different kinds of praise. One group was told they must be smart; another was told they must have worked hard. When students later chose between tasks, the report says nearly 70 percent of those praised for intelligence picked easier problems, compared with fewer than 10 percent of those praised for effort choosing that option. The source does not provide the study’s publication details or sample size.
After a more difficult round, students praised for effort improved their scores, while the intelligence-praised group’s scores fell, according to the report. The contrast is presented as evidence that praise tied to a fixed trait may make a challenge feel like a test of identity, while attention to effort can direct a learner toward actions they can adjust. Those results concern the children and tasks in the described experiment; they should not be treated as a universal prediction for all ages or situations.
The article also quotes clinical psychologist Daniela Owen on the risks of praise that is generic or excessive. It argues that useful feedback names observable choices—such as practicing, changing strategies, or using feedback—rather than simply declaring someone talented. The point is not to praise effort indiscriminately: the report says outcomes still matter, and that feedback should help people understand both what worked and what needs to change.
How Feedback Shapes Risk-Taking
For parents, teachers and managers, the research offers a practical distinction: praise can focus on fixed qualities, such as being naturally smart, or on specific actions, such as trying a new method. The report suggests the latter may make a setback easier to treat as information rather than proof of personal inability. That framing can matter when learners face unfamiliar work, where early mistakes are common.
In classrooms, this may influence whether students volunteer, attempt harder assignments or revise their approach after getting an answer wrong. At work, similarly specific feedback can tell an employee which decision or adjustment was useful, even when a project’s outcome fell short. These are implications of the reported findings, not separate outcomes established by the experiment described.
There is also a limit: celebrating effort without examining whether it was effective can leave a person without guidance. A useful response can acknowledge persistence while addressing the result and identifying a next step. That keeps standards and accountability in view while avoiding the implication that a single poor outcome defines a person’s ability.
Popular right now
Ninja SP151 Flip Toaster Oven and Air Fryer
Apple AirPods Pro 3 Wireless Earbuds with Active Noise Cancellation
Bose QuietComfort True Wireless Earbuds with Active Noise Cancellation, Black
As an affiliate, we earn on qualifying purchases.
From Trait Praise to Process
The Bolde article places the experiment within Dweck’s research on how different forms of praise relate to children’s responses to challenge. Its central distinction is between treating success as evidence of a stable trait and describing the work, strategy and adjustments that contributed to it. The report does not give a date, journal citation, or full methods for the experiment, so readers cannot assess those details from the supplied material alone.
The report’s examples extend the idea beyond school, arguing that adults may also avoid new tasks when they feel pressure to preserve a reputation for competence. That is an interpretation offered by the article, rather than a measured result from the fifth-grade experiment. The source further cautions against vague or excessive praise, quoting Owen’s view that such praise can harm children’s motivation and confidence.
““Disingenuous, generic, and excessive praise can negatively impact kids’ motivation and confidence.””
— Clinical psychologist Daniela Owen, as quoted in the Bolde report
Limits of the Reported Evidence
The supplied report does not identify the experiment’s publication, date, sample size or full methodology. It also does not provide enough information to judge how broadly the findings apply across different ages, cultures, subjects or forms of praise. The percentages describe choices in the experiment as summarized by Bolde; the article does not give a comparison baseline or detail the number of students involved.
It is also unclear from the source how long any effects lasted or whether the same pattern would hold in adult workplaces and other settings. The article’s broader claims about people avoiding careers, hobbies or unfamiliar tasks are presented as interpretation, not as findings shown by the described experiment. No evidence in the supplied material establishes that praising effort alone produces better results.
Applying Praise With Precision
The source material reports no new study, policy change or scheduled research milestone. Its practical implication is to make feedback specific and evidence-based: identify a choice the person made, explain why it helped or did not help, and connect that observation to a possible next step. If the outcome was poor, acknowledge it rather than using praise to obscure the result.
For readers seeking to evaluate the research further, the study citation and methods would be needed to assess its scope and limits. Until those details are available in the supplied report, the findings are best understood as a reason to pay attention to how praise is framed—not as a guarantee that any particular wording will improve performance.
Key Questions
What did the experiment described in the report find?
The report says fifth-graders praised for effort were more likely to choose challenging problems than those praised for intelligence. After a harder round, the effort-praised group improved its scores, while the intelligence-praised group’s scores fell, according to the article.
Does this mean results should not matter?
No. The report says outcomes still matter. Its argument is that feedback can also identify the strategies and actions behind a result, including what should change after a disappointing outcome.
What does specific effort-focused praise sound like?
It names an observable action, such as practicing a difficult section, asking for help, or changing an approach after feedback. The examples in the report focus on what the person did, rather than calling them naturally talented.
Does effort-focused praise always improve performance?
The supplied report does not establish that. It describes one experiment with fifth-graders and does not provide full study details or evidence that the results generalize to every person or setting.
Source: bolde.com
