Gunderson (2013) KEY

Gunderson (2013) KEY

1. AIM

   • To investigate the effects of praise on the mindset of a child
   • To study what types of praise were used the most/least

2. PROCEDURE

   • 53 Children from Chicago
   • NO IV
   • 3 Types of Praise
     • Process (Effort), "You tried really hard"
     • Person (Achievement), "You're so smart"
     • Other
   • 1. Researcher observes interactions between parent and child
   • 2. Interactions transcribed, fed into computers
   • DV: How often types of praise were given; what mindsets the children had 5 years on
   • NATURAL EXPERIMENT
   • 3. Gunderson counted how much of each type was given
   • 4. When children were 7 or 8, they took Mindset questionnaires
     • (5-Point Linker Scale Questionnaires about Intelligence or Sociomorals)
   • 5. Parents took similar questionnaires

3. PRAISE

4. FINDINGS

   • Correlation between Process praise and Growth Mindset
   • Boys received more Process Praise
   • Process praise was 18% of all praise
     • Person Praise was 16% of all praise
       • Other Praise was 66% of all praise
   • CONCLUSION
     • Giving Effort (Process) Praise leads to a Growth Mindset
       • Boys are more likely to develop a Growth Mindset due to the praise they're given
         • This partly supports Dweck's Mindset theory
         • This could be why we see more men in high-paying directorial/managerial positions
   • No Correlation between Person Praise and Fixed Mindset
   • Girls received more Person Praise

5. EVALUATION

   • ETHICS
     • Children around parents at all times
     • No harm done
   • OBJECTIVITY
     • Categories for praise are very subjective
   • VALIDITY
     • No Internal Validity, no causation proof
   • GENERALIZABILITY
   • USEFUL APPLICATIONS
   • RELIABILITY