Cited by 659Personality Traits and PsychologyEmotions and Moral BehaviorMotivation and Self-Concept in Sports

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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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“For the former, it is known that process-focused praise (e.g., "I like how you worked hard”) is more effective than person-focused (e.g., “You are smart”) or outcome-based praise (e.g., “Great job, you got 100%”) [2].”
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“…learning can be recognised by behaviours such as talking about the strategies used to solve a problem (Cimpian et al. 2017; Gunderson et al. 2013; Kamins and Dweck 1999) or the effort invested (Gunderson et al. 2013; Yeager and Dweck 2012); attributing certain performance outcomes to the…”
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“Researchers found that people prefer process-based criticism over personal criticism when receiving negative feedback [3].”
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Xu, X.-P., Mo, L., Pan, L., & Li, Y. (2024) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2023.101607 · Cited by 4
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Praise in the EFL Classroom
Leis, A. (2021) · Theory and Practice of Second Language Acquisition · doi:10.31261/tapsla.9098 · Cited by 11
“In another study, Kamins and Dweck (1999) discussed the negative effects of praising and criticizing the person rather than the process when carrying out a task.”
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“We expect the vocational students to develop more of a growth mindset during their training, because they are now attending an educational level that is more attuned to their capabilities [23,24].”
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Froiland, J. M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.016 · Cited by 6
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“For example, Kamins and Dweck (1999) observed that students responded less constructively to criticism of their problem-solving efforts when directed toward the person (You are wrong) rather than outcomes (You did it the wrong way) or the process (Is there a different way to do it?).”
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Paradoxes of praise: Identity‐inconsistent praise results in praise‐inconsistent responses
Rabinovich, A., & Morton, T. (2017) · European Journal of Social Psychology · doi:10.1002/ejsp.2243 · Cited by 4
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Choi, K. C. K., & Ross, M. (2010) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2010.11.007 · Cited by 5
“The distinction between person and process focus was first proposed by Dweck and her colleagues (Kamins & Dweck, 1999; Mueller & Dweck, 1998) in their studies of children's responses to praise and criticism.”
Background
False beliefs and naive beliefs: They can be good for you
Bertamini, M., & Casati, R. (2009) · Behavioral and Brain Sciences · doi:10.1017/s0140525x09991178 · Cited by 6
“In a series of studies (Kamins & Dweck 1999; Mueller & Dweck 1998; see also Cimpian et al. 2007), we have shown how children are affected in dramatically different ways when, after a successful performance, they are praised once for their intelligence as opposed to their effort.”
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Dweck, C. (2009) · Behavioral and Brain Sciences · doi:10.1017/s0140525x09991427 · Cited by 4
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“Previous research has changed theory of intelligence to a more incremental view in the short term by giving process feedback (Kamins & Dweck, 1999; Mueller & Dweck, 1998).”
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Self-Regulation, Metacognition and Engagement
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Sycophantic Praise: Evaluating Excessive Praise in Language ModelsPreprint
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“Psychology research links excessive praise to contingent self-worth, maladaptive ability attributions, and reduced resilience following failure (Kamins and Dweck, 1999 The same model response may be appropriate or excessive depending on the user’s expected ability and contribution quality.”
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“…fosters a positive ’belief in effort’, stimulating interest in learning activities and increasing commitment in the face of negative feedback (Kim & Park, 2021; Özdemir & Papi, 2022) and encouraging the pursuit of more advanced mathematics courses (Bostwick et al., 2019; Kamins & Dweck, 1999).”
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“In contrast, process-oriented feedback links children’s performance to their engagement and strategies, which may foster an incremental theory and high persistence in children (Gunderson et al., 2013; Kamins & Dweck, 1999; Pomerantz & Kempner, 2013; Zentall & Morris, 2010).”
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“Students’ perceptions of their parents’ goal orientations, which usually come from the parents’ attitudes toward academic success or failure, are associated with students’ behavioral performance, such as task engagement, persistence, and mastery goal orientation (Kamins & Dweck, 1999).”
Background
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Robichaud, J., Grenier, F., Joussemet, M., & Mageau, G. A. (2022) · Journal of Child and Family Studies · doi:10.1007/s10826-022-02449-0 · Cited by 3
“When experienced as such, children may in turn tie their self-esteem to their aptitude to meet praised standards and expectations, thereby increasing their vulnerability in the face of failures or setbacks (Kamins & Dweck, 1999).”
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“Kamins and Dweck (1999) found that children who were given personal praise about their intelligence were more likely to indicate that they believed that badness (a) could be assessed from one failure and (b) is a static trait.”
Background
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“Although conventional wisdom supports the view that praising the traits of a child is beneficial for motivation (Kamins and Dweck, 1999), many researchers have argued that this may harm the motivation of an individual (Henderlong and Lepper, 2002; Henderlong Corpus and Lepper, 2007; Haimovitz and Corpus, 2011; Xing et…”
Background
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“, “You did well”) (e.g., Mueller and Dweck, 1998; Kamins and Dweck, 1999), whereas others used objective feedback (“You got 5 out of 5 correct”) (e.”
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“…stay on a diet than people without such a diagnosis, and the better school results of Asian than American children are partly attributed to the fact that the former believe that achieving comes from hard work instead of from innate intelligence (cf. the work of Dweck, e.g., Kamins & Dweck, 1999).”
Background
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“Hypotheses regarding the effects of person versus process feedback on children’s beliefs have been supported experimentally (e.g., Brummelman et al., 2014; Kamins & Dweck, 1999).”
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“…model may promote sense of helplessness, if they do not meet parents’ expectations (Hewitt & Flett, 1991), as well as conditional self-worth as result of receiving positive feedback based only on their high intelligence level (Kamins & Dweck, 1999; Speirs Neumeister, Williams, & Cross, 2009).”
Background
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“In the role of a judge, we evaluate others, from children in the school-yard to those caught in the spotlight of national scandals, for their significant personality characteristics, appearance, and acts (e.g., Kamins & Dweck, 1999; Kipnis, 2010; Olson & Dweck, 2009).”
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“The latter builds productive habits, while the former promotes a self-image that must be continually sustained, with the result that students culturally pressured to do well always may disengage from tasks they consider too challenging (Kamins & Dweck, 1999).”
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“In contrast, when children are given praise, such as "good job; you worked very hard," they will more often develop a growth mindset (Kamins & Dweck, 1999; Mueller & Dweck, 1998).”
Background
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Bickford, R. (2012) · doi:10.1037/e615442013-001 · Cited by 3
“Kamins and Dweck (1999) compared the effects of praising a child (person praise) with those of praising the child’s effort (process praise) on children’s future response to setbacks.”
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“…challenges ● Case studies on underperforming products (e.g. “Learning Lens” cases) to identify the cause and reframe it as a learning opportunity (Mueller & Dweck, 1998) Kamins & Dweck, 1999; Mueller & Dweck, 1998), college students in English as a second language environments (Leis, 2021;…”
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“…of authority with respect to their students, and that students’ perceptions of conditional regard on the part of teachers may have a greater salience than might be the case in collectivistic culture societies (chan & chan, 2005; Kamins & Dweck, 1999; leung et al., 2009; leung et al., 2011).”
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“Researchers also found that people generally prefer process-based criticism over personal criticism [6].”
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“Kamins and Dweck [40] found that preschoolers displayed disparaging self-appraisals along with negative affect after receiving negative feedback on a performance task.”
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“In addition to positive feedback, it has been demonstrated that corrective feedback is associated with children’s response to setbacks and thus their future performance (Kamins & Dweck, 1999).”
BackgroundResultInfluential
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Zhao, F.-P. (2021) · Science Insights Education Frontiers · doi:10.15354/sief.21.co024 · Cited by 2
“As the most common motivational means in teacher teaching management, praise and criticism are both a kind of feedback (Kamins & Dweck 1999), that is, the teacher (or peers, books, parents, self and experience) provided by the individual performance or understanding Information (Hattie & Timperley,…”
Background
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Bhamre, P., Vaidya, A. A., & Nikam, J. J. (2021) · Journal of Engineering Education Transformations · doi:10.16920/jeet/2021/v34i0/157179 · Cited by 2
“The findings reported about praise by Kamins and Dweck, 1999, also contradict the conventional thinking of teachers [13].”
Result
Похвала преподавателя как коммуникативный мотивирующий инструмент в восприятии студентов вьетнамских университетов
Do, L. T. T., & Vu, A. (2020) · Высшее образование в России · doi:10.31992/0869-3617-2020-29-12-57-71 · Cited by 2
School Settings that Facilitate High Teacher Expectations
Rubie-Davies, C. M., & Flint, A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.015 · Cited by 4
Executive Function and School Performance
Riccio, C. A., & Castro, M. J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.005 · Cited by 2
Intentions for praising: Differences between pre-primary educational facility and elementary school teachers
Aoki, N. (2020) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2020.1816236 · Cited by 2
“In previous studies examining teachers’ praise, the main focus was on the phrasing of the praise given to students, such as person vs. process (e.g., Kamins & Dweck, 1999) and effort vs. ability (e.g., Lam et al., 2008).”
Background
Therapist written goodbye letters: evidence for therapeutic benefits in the treatment of anorexia nervosa
Simmonds, J., Allen, K., O’Hara, C. B., Bartholdy, S., Renwick, B., Keyes, A., Lose, A., Kenyon, M., DeJong, H., Broadbent, H., et al. (2020) · Behavioural and Cognitive Psychotherapy · doi:10.1017/s1352465820000089 · Cited by 2
“…as outlined in the affirming stance item in the letter rating scheme, is supported by research on the ‘Growth Mindset’ theory, with findings showing that in children and young people praising effort rather than performance leads to greater achievement and better outcomes (Kamins and Dweck, 1999).”
Result
Measuring Motivation Orientation and School Readiness in Children Served by Head Start
Bustamante, A. S., & Greenfield, D. (2019) · Measurement and Evaluation in Counseling and Development · doi:10.1080/07481756.2018.1547617 · Cited by 2
Effects of Achievement Goals on Students´ Motivational beliefs and Coping Strategies: A Multiple Goals Perspective
Kahraman, N. (2018) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v16i44.1936 · Cited by 4
Improving Automated Feedback Systems for Tutor Training in Low-Resource Scenarios Through Data Augmentation
Xu, C., Lin, J., Zhang, Y., Wu, T., Aleven, V. A. W. M. M., & Koedinger, K. R. (2026) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2026.3665740 · Cited by 1
“), is the least desirable because it focuses on ﬁxed traits [26].”
Influential
When Is “Tough Love” Too Much? An Exploratory Study of Tough Love Coaching in Sport
Sadler, S. M., Gould, D., & Driska, A. P. (2025) · International Sport Coaching Journal · doi:10.1123/iscj.2024-0024 · Cited by 2
A Review of the Effects of Mother-Father Relationship on Academic Performance of Students
Maina, A. A. R., & Kitainge, K. (2018) · doi:10.4172/2151-6200.1000339 · Cited by 2
Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices
Waid, B. E. (2018) · doi:10.7916/d88s65zb · Cited by 1
“Such feedback that focuses on student outcomes or personal abilities or performance has been documented as fixed mindset in nature (de Kraker-Pauw et al., 2017; Kamins & Dweck, 1999; Mueller & Dweck, 1998).”
Background
Implicit Theories and Emotion Regulation: Beliefs about Emotions and their role in Psychological Health and Well-being
Castella, K. D. (2017) · ANU Open Research (Australian National University) · doi:10.25911/5d6c40e3b7217 · Cited by 2
“Study 1: CFA for Implicit Theories of Intelligence Scales ..........................128 Figure 14.”
BackgroundMethodResultInfluential
小学生のごみ捨ての動機づけを支援する教材の開発;小学生のごみ捨ての動機づけを支援する教材の開発;Development of Educational Material to Support Motivation of Picking Up Rubbish for Elementary School Students
Kawada, K. (2017) · doi:10.1541/ieejeiss.137.76 · Cited by 2
Fostering a Growth Mindset
Santiago, R. (2017) · SensePublishers eBooks · doi:10.1007/978-94-6300-986-7_6 · Cited by 2
Promoting Mindset Change and Student Success
Feldman, R. S., Goel, K., Blakemore, A. E., & Zimbler, M. S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316811764.011 · Cited by 4
Investigating Mindsets and Motivation through Eye Tracking and Other Physiological Measures
Zentall, S. R., & Junglen, A. (2017) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-1005-5.ch003 · Cited by 2
Penerapan Brief Strategic Family Therapy (BSFT) untuk Meningkatkan Komunikasi Orang Tua-Anak
Martiningtyas, M. A. D., & Paramastri, I. (2015) · Gadjah Mada Journal of Professional Psychology (GamaJPP) · doi:10.22146/gamajpp.7361 · Cited by 2
“Hal ini sejalan dengan pernyataan bahwa kurangnya komunikasi dan tingginya kritik atau kekerasan dalam keluarga meningkatkan resiko pola perilaku yang disfungsi (Pettit, 2004), rendahnya harga diri (Kernis, Brown & Brody, 2000), dan menghilangnya nilai diri (Kamins & Dweck, 1999).”
Background
Academic Contingency of Self-worth and Achievement in Japanese Junior High School Students: How does Subjective Achievement on a Midterm Exam Influence Later Motivation and Achievement?
Ohtani, K., & Nakaya, M. (2013) · The Japanese Journal of Personality · doi:10.2132/personality.21.254 · Cited by 2
Loving me or loving you: influencing the attitudes and behaviors of children through a prosocial intervention
Gose, S. (2011) · doi:10.31390/gradschool_theses.3920 · Cited by 2
Re-Engagement as a Process of Everyday Resilience
Pitzer, J. R. (2000) · doi:10.15760/etd.134 · Cited by 3
“In a sample of kindergarten students, Kamins and Dweck (1999) demonstrated that children's responses to criticism depended on whether it was directed at the child as a whole (trait-related feedback) or at his or her specific strategies or effort (process feedback).”
Background
Pupils’ self-perceptions: the role of teachers’ judgment controlling for big-fish-little-pond effect
Bressoux, P., & Pansu, P. (2015) · European Journal of Psychology of Education · doi:10.1007/s10212-015-0264-7 · Cited by 18
Can GenAI deliver growth-oriented feedback? Evidence for enhancing learners’ growth mindset and adaptive motivation in second language writing
Yao, Y., Rong, M., & Lou, N. M. (2026) · Journal of Second Language Writing · doi:10.1016/j.jslw.2026.101340 · Cited by 1
Generative AI in Children's Creative Collaboration: Impact, Perception, and Design Guidelines
Yoo, D., Newman, M., Pitt, C. R., Vo, K. H., Zhang, M., Kim, M., Davis, K., & Yip, J. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3790907 · Cited by 4
“Since children respond more positively to behavior-specific praise [22, 69], our findings highlight the need for language that is attuned to timing, context, and relational dynamics [26, 34].”
Select them well, train them better! Psychological combat readiness in the German army special forces
Mair, P., Michels, M., da Silva, D., Renner, K., & Wesemann, U. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1774426 · Cited by 1
“Enhancing interpersonal and con ﬂ ict resolution skills (38) 2.”
Conceptions of Ability Positive Feedback Affect the Learning of a Sport Motor Skill in Children of Different Ages
Burkle, B. F., Chiviacowsky, S., Cardozo, P., & Drews, R. (2025) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2025.2586666 · Cited by 2
“However, studies analyzing conceptions of ability in different fields (e.g., Costa & Faria, 2025; Kamins & Dweck, 1999; Macakova & Wood, 2020; Skipper & Douglas, 2012; Zarrinabadi & Rahimi, 2021) or using different motor learning factors, as instructions (Drews et al., 2013; Wulf & Lewthwaite,…”
Parenting, Cultural Contexts, and Gender Identities: Socio-Historical Perspectives With Professor Hong
Commone, C., Neoh, M., & Hong, Y.-Y. (2025) · The Journal of Genetic Psychology · doi:10.1080/00221325.2025.2484564 · Cited by 1
“…process praise (i.e. tied to the process leading to success) was more likely to result in the endorsement of growth mindsets and show more resilience to setbacks, across studies conducted in children to young adults (e.g. Brummelman et al., 2014; Haimovitz & Corpus, 2011; Kamins & Dweck, 1999).”
Praise and cooperation: Investigating the effects of praise content and agency
Lv, J., Zhang, H., Yu, Y., Xue, Z.-Y., Cai, Y.-L., & Luo, Z. (2025) · Journal of Behavioral and Experimental Economics · doi:10.1016/j.socec.2025.102348 · Cited by 1
Exploring the influence of social relationships on adolescents’ multiple sleep problems via a school-based China education panel survey: the moderating role of depressive emotion
Li, Y., Li, X., Lee, C., Chen, S.-H., Wang, L., Mao, L., & Chiang, Y.-C. (2025) · BMC Public Health · doi:10.1186/s12889-025-22292-4 · Cited by 2
“Scholars categorized teacher criticism into different types and influenced students’ subsequent responses by way of attribution and found that different classes of criticism had different effects on students’ responses when faced with setbacks and failures [65].”

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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