Caregiving
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[edit] Overview and Definitions
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[edit] Often-Cited or New Studies with Accompanying Summaries
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Dweck, C.S. & Kamins, M.L. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835-847.
Two studies had children role-play successful and unsuccessful tasks to test the hypothesis that both criticism and praise that conveyed person or trait judgments could send a message of contingent worth and undermine subsequent coping. Found that 5- to 6-year olds displayed significantly more "helpless" responses after person criticism or praise than after process criticism or praise.
Dweck, C.S. & Kamins, M.L. (1998). Praise for Intelligence Can Undermine Children’s Motivation and Performance. Journal of Personality and Social Psychology, 75(1), 41.
Praise for ability is commonly considered to have beneficial effects on motivation. Contrary to this popular belief, six studies demonstrated that praise for intelligence had many more negative consequences for children's achievement motivation than praise for effort. Overall, praise that attributed good performance to intelligence, but not praise for effort, appeared to teach fifth-graders (aged nine to twelve years) that they could measure a permanent ability from how well they did. This orientation led children to maladaptive achievement aims and post-failure behaviors. First, children praised for ability were found to care more about their performance relative to learning than children praised for hard work (Studies 1-4). Next, children whose success was attributed to their intelligence after failure displayed lower task persistence, less task enjoyment, more low ability attributions and worse task performance than children praised for their effort (Studies 1-6). Finally, praise for ability led children to define intelligence differently than praise for effort: Children praised for their intelligence came to see it as a fixed trait, while children praised for hard work believed intelligence to be subject to improvement (Studies 4 and 6). Overall, the studies provided strong evidence that praise that links performance to intelligence has more negative consequences for later achievement than praise that focuses on effort. These findings have important implications for the ways in which children are currently encouraged to achieve by their parents and teachers.
[edit] Related Sites, Writings, and Reading Lists
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- "Caring for the Care-Givers" (GG article by Sarita Tukaram)
- Example of a sociology qualifying exam reading list section on "Care and Intimacy within Families".
[edit] References
