Person versus process praise and criticism: Implications for contingent self-worth and coping
Kamins and Dweck, Developmental Psychology 35(3), 1999, 835-847. Two studies using role-play tasks: 67 children aged 5 to 6 in study 1 (criticism after tasks) and 64 children in study 2 (praise after success). Feedback aimed at the person, the process or the outcome. Person-focused feedback, praise or criticism, was followed by weaker responses to setbacks on all measures, including more self-blame, than process-focused feedback. The authors conclude person feedback can create contingent self-worth even when positive.
Kamins and Dweck, Developmental Psychology 35(3), 1999, 835-847. Two studies using role-play tasks: 67 children aged 5 to 6 in study 1 (criticism after tasks) and 64 children in study 2 (praise after success). Feedback aimed at the person, the process or the outcome. Person-focused feedback, praise or criticism, was followed by weaker responses to setbacks on all measures, including more self-blame, than process-focused feedback. The authors conclude person feedback can create contingent self-worth even when positive.
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Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835-847. doi:10.1037/0012-1649.35.3.835 https://doi.org/10.1037/0012-1649.35.3.835