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Person versus process praise and criticism: Implications for contingent self-worth and coping.

Kamins, Melissa L., Dweck, Carol S.·1999·Developmental Psychology

DOI 10.1037/0012-1649.35.3.835

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“Using terms such as “math whiz” for high-performing students (Heyman, 2008; see also Covington, 2000; Kamins & Dweck, 1999; Mueller & Dweck, 1998) and consoling low-performing students by saying, for instance, that “not everyone is a math person” (Rattan, Good, & Dweck, 2012) might exacerbate…”
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“There is also evidence that when children are given global ability praise, such as “You are so smart,” they are more likely to view ability in essentialist ways (Kamins & Dweck, 1999; Mueller & Dweck, 1998).”
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“Kamins and Dweck (1999) have shown that when feedback is focused on the process rather than the person, whether it is criticism or praise, recipients subsequently display significantly less ''helpless'' responses (including self-blame).”
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“Experiments conducted in the classroom (e.g., Heyman, Dweck, & Cain, 1992; Kamins & Dweck, 1999) have demonstrated that children (ages 5–6 years) who were given either person criticism—or praise—had higher levels of self-blame (reporting that they were not a “good,” “smart,” or “nice” girl/boy),…”
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“As in experimental studies (Kamins & Dweck, 1999; Mueller & Dweck, 1998), using mothers' daily reports of their praise in the academic context with elementary school children, Pomerantz and Kempner (2013) found that the more mothers used person praise, the less children held a growth mindset…”
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“…with a belief in stable abilities (Schroder et al. 2017); and in laboratory studies, children aged 4–7 years showed impaired behavioral self-regulation in different tasks after a fixed mindset has been induced through generic praise (Cimpian et al. 2007) or person praise (Kamins and Dweck 1999).”
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“Finally, whereas Bryan et al. (2014) examined actual helping behavior, the related work in the achievement domain has primarily examined children’s attitudes and beliefs in the context of hypothetical failure (Cimpian et al., 2007; Kamins & Dweck, 1999; but see Mueller & Dweck, 1998).”
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“…and false selves (Harter 2006), and the quashing of intrinsic interest and engagement – have been put aside and replaced with new motivation, self-belief, self-worth (Kamins and Dweck 1999), and confidence in the capacity to reach for new possible selves (Oyserman and Markus 1990).”
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“Moreover, previous studies [23], [24] point out that person-oriented praising can enhance a growth mindset, the belief that success comes from”
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“Feedback on effort means praise or criticism on children’s performances, whereas feedback on ability is understood as praise or criticism on their personality traits or individual characteristics (Burnett & Mandel, 2010; Kamins & Dweck, 1999).”
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Meester, A. D., Galle, J., Soenens, B., & Haerens, L. (2022) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2022.2054969 · Cited by 15
“We hypothesize that person-oriented positive feedback will negatively a ﬀ ect perse-verance following failure compared to process-oriented positive or neutral feedback (Kamins and Dweck 1999; Mueller and Dweck 1998).”
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“Process-focused praise may increase the likelihood that children interpret setbacks as opportunities to grow rather than as threats to the self (Kamins & Dweck, 1999), thus increasing their enjoyment in the face of difficulty and failure.”
Background
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“In addition, research on praise found that participants who had received ability-focused praise perceived their outcome more negatively in failure experience (e.g., Kamins & Dweck, 1999; Skipper & Douglas, 2012).”
BackgroundMethod
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“Research has shown that feedback focusing on personal characteristics (e.g., intelligence), rather than the achievement process, can foster contingent self-worth (Kamins & Dweck, 1999; Mueller & Dweck, 1998).”
Background
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Skipper, Y., & Leman, P. J. (2017) · International Journal of Science Education · doi:10.1080/09500693.2017.1294783 · Cited by 12
“Previous research has found that delivering process feedback can be successful in impacting theory of intelligence in short-term experiments (Kamins & Dweck, 1999; Mueller & Dweck, 1998).”
BackgroundMethodInfluential
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“…attributes success or failure to fixed personal traits over which students have no control, such as smartness, abilities, or disabilities (e.g., “You’re really good at this” or “That’s what good readers do”), makes students unlikely to persist in the face of difficulties (Kamins & Dweck, 1999).”
Background
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“…have time to use it and discuss it with their peers and are asked to reflect on how it has been used (Black et al. 2003; Boud 2000; Gielen et al. 2010a, 2010b; Hansen and Liu 2005; Kamins and Dweck 1999; Kollar and Fischer 2010; Olson 1990; Tsui and Ng 2000; Van den Berg, Admiraal, and Pilot 2006).”
BackgroundMethodInfluential
Stability in Parents’ Causal Attributions for Their Children’s Academic Performance: A Nine-Year Follow-up
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“Moreover, if parents praise their children for intelligence, this increases their performance orientation in learning situations, whereas praising them for effort promotes their mastery-orientated strategies (Kamins & Dweck, 1999).”
Background
Parental causal attributions and emotions in daily learning situations with the child.
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“They give up sooner than incremental theorists and attribute their failures to fixed traits (i.e., “I failed because I am dumb”; Mueller and Dweck, 1998; Kamins and Dweck, 1999; Dweck, 2000; Blackwell et al., 2007; Gunderson et al., 2013).”
Background
Let another praise you? The effects of source and attributional content on responses to group-directed praise.
Rabinovich, A., Morton, T., Crook, M., & Travers, C. (2012) · British Journal of Social Psychology · doi:10.1111/j.2044-8309.2011.02093.x · Cited by 13
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Holochwost, S. J., Bose, J. H., Stuk, E., Brown, E. D., Anderson, K. E., & Wolf, D. P. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.586749 · Cited by 21
“This, in turn, may make a student wary of trying more challenging pieces or excerpts, ultimately inhibiting their progress as a young musician (Mueller and Dweck, 1998; Kamins and Dweck, 1999; Cimpian et al., 2007).”
Background

Authors: Kamins, M. L., & Dweck, C. S.
ORCID: Dweck, Carol S.
Venue: Developmental Psychology
Publisher: American Psychological Association (APA)
Published: 1999-05
Volume: 35
Issue: 3
Pages: 835-847
ISSN: 0012-1649 (ISSN-L)
1939-0599
DOI: 10.1037/0012-1649.35.3.835
OpenAlex: W4297819344
Cited by: 659
References: 0
Citations by year: 2026: 27 · 2025: 32 · 2024: 28 · 2023: 34 · 2022: 41 · 2021: 36 · 2020: 76 · 2019: 39 · 2018: 31 · 2017: 43 · 2016: 44 · 2015: 33 · 2014: 38 · 2013: 18 · 2012: 20
FWCI: 6.78
Type: journal article
Language: en
Open access: closed
Locations: Developmental Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Clinical Psychology › Personality Traits and Psychology
Social Sciences › Psychology › Social Psychology › Emotions and Moral Behavior
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: contingent self-worth, coping, self-esteem, social feedback, self-concept

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Person versus process praise and criticism: Implications for contingent self-worth and coping.

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