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Feedback & Motivation (Feedback can be used to promote Incremental…

- - - - Specific to one topic: issue as children may already believe that they are/ are not good in this topic - fixed ideas already in place
        
        and can consolidate thoughts that child is 'bad' at something
      - Scenarios using other's as examples may not be relatable / young children may not be able to follow these tasks so well
      - Task not perceived as linked to intelligence e..g Jigsaw
    - - Causing experiences of failure
      - Criticism: give indirect negative feedback rather than direct e.g. using vignettes
      - Consent
      - Ensure that children feel positive about them-selves afterwards: reveal that the task was false or admit error in marking etc
- - - - Praise
        
        Benefits
        
        Persistence
        
        Attitude towards learning
        
        Self-esteem
        
        but it can backfire!
        
        Meyer When praise is the standard, lack of praise can read as punishment/ disappointment and those receiving praise can view themselves as less able if they are praised but others are not
        
        Henderlong children do activity for praise not enjoyment (extrinsic v intrinsic reward) - dangerous later once praise stops
        
        De Paulo teachers and parents believe in regular praise
        
        Verbal or non-verbal
  - - - When negative feedback "You forgot to draw the...!", Person showed helplessness and a more negative emotional response
      - Enjoyment, Performance, Affect
      - Total disengagement vs perseverance post-criticism
      - When good feedback, no difference between P&P
    - - Mindset --> Performance outcomes
      - Person mindset more likely to disengage, lie (40%) and cheat
      - Method
        
        Math task success
        
        Person/ Process praise
        
        Math task failure
        
        Assessed: emotional response
        
        Another task: outcome influenced by feedback type i.e. Person feedback poor outcomes even on easy task
    - - No feedback, Person feedback, Process feedback
        
        2 scenarios of failure (2/10)
      - Person: helplessness after 1st failure (lower perceptions of performance, lower persistence and mood)
      - All show helplessness after 2nd failure scenario. Process/ Control feedback worn off by then?
  - - - Process praise not necessarily useful, but Person simply damaging?
- - - - It indicates that the expected standard has not been met and shows that improvement is needed... without criticism we might never improve
      - Boehler: medical students receive praise or criticism re: bandaging skills
        
        criticised individuals improved the most
      - Dweck lack of criticism can lead to over inflated and unrealistic views of own abilities
  - - - Internal: ability/ effort
      - External: task, luck
      - Locus of control Rotter
        
        External attributions lead to helplessness response
        
        Internal may lead to helplessness OR Mastery
    - - Children perceive the criticised child as more capable than the one who received no feedback as criticism indicates that they did not meet the expectation
- - - - growth mindsets taught (just experimental group) as well as study skills and other self-improvement techniques e.g. memory (everyone)
      - 8 week course... after which motivation & maths grades improved/ maintained compared to usual rate of decline
    - - Online study, randomly assigned participants to groups including multiple schools (takes out element of subculture/ issues within the school), N=1,568
      - 2x 45min, Incremental group: 'neuroplasticity' article
      - Significant increase in incremental mindsets due to intervention... CONC we can teach these mindsets
    - - Growth mindset workshops for 9yr olds (control = study skills)
      - Teacher training also (control = nothing)
      - GM group: 2 months additional progress in English and Math
        
        Not stat significant
- - - - Literacy skill intervention as levels poorer than average
      - Council and teachers
      - Issues
        
        Costly, £ and time
        
        Relies on a certain level of enthusiasm/skill from the kids
        
        Self-report questions may not be too easy for them to understand
        
        Adaptations needed to make it more appropriate for younger kids and kids with poor skillsets
      - Strengths
        
        Easy for teachers to implement
        
        Creates a culture of trust
        
        Utilises teacher input which is often neglected
    - - Education of theory underpinning the approach (bridges the gap between practical and academic)
      - Guides for implementation
      - Promoting growth mindsets: lesson ideas and plans which can be used e.g. Progress Displays, The Dot scenario
      - Culture changing plans, for different levels; classroom, entire school, entire community
    - - Vashti 'I can't draw'
      - Teacher 'Just make a mark'
      - Vashti draws dot
      - Teach 'I think you can do a better dot than that'
      - Vashti works hard, experiments and eventually becomes a great artist
      - used to assess mindsets and promote growth