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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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“However, process-focused praise can enhance the recipient’s intrinsic motivation, leading them to attribute failures to the level of effort, thereby showing more effort in response [9,10].”
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“Kamins & Dweck (1999) found that children would show more helpless responses when they received personal criticism or praise rather than process criticism or praise[33].”
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“The experimental video, adapted from the stories in Kamins and Dweck (1999), consists of four activities, allowing children to become familiar with the teachers’ behavior and make judgment choices.”
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“( Kamins & Dweck, 1999).”
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“In a seminal study, researchers gave children person-versus process-focused praise, and children showed more helpless responses after receiving person-focused praise (Kamins & Dweck, 1999).”
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“Many previous studies have shown that praise for effort is more effective than praise for ability (e.g., Kamins & Dweck, 1999).”
Influential
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“Dweck (1999), menyatakan dalam teorinya berkaitan dengan konsep kendiri yang memberi impak signifikan kepada motivasi dan pencapaian pelajar.”
Background
Effect of Adolescents’ Perceived Parental Blame on Learned Helplessness: The Sequential Mediating Effects of Maladaptive Metacognitive Beliefs and Rumination
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“규제와 밀접한 관련 이 있는 비난(blame)은 대인 간 상호작용 과정에서 타인으로부터 받는 부정적인 평가로 정의되며(Kamins & Dweck, 1999), 이는 객체의 정서 상태에 즉각적인 부정적 영향을 미친다(Bonduelle et al., 2023).”
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“…of praising for process in this study is similar to the previous study’s reporting of effort praise in statements such as “I can see that you worked harder than most people on this test” (Koestner et al., 1987) and process praise such as “You must have tried really hard” (Kamins and Dweck, 1999).”
BackgroundResult
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Orientación a objetivos de logro en estudiantes de educación superior
Jacal, R. E. A., Aguilar, M. D. C. G., & Carranza, M. T. D. L. G. (2021) · Hitos de ciencias económico administrativas · doi:10.19136/hitos.a27n79.4711
“Esto tiene efectos negativos en los estudiantes porque los lleva a mentalizarse que el esfuerzo tiene mínima importancia en resultados académicos (Kamins & Dweck, 1999).”
Background
Pochwały i krytyka od nauczyciela a bezradność intelektualna z matematyki i języka polskiego u dziewcząt i chłopców w okresie wczesnej adolescencji
Bąk, O., Barszcz, S., Słowińska, A. M., Szymańska, W., & Oleszkowicz, A. (2021) · Psychologia Rozwojowa · doi:10.4467/20843879pr.21.013.15136
A CONCEPTUAL PRACTICE AND EFFECTS IN RESILIENCE RISKS AMONG ADOLESCENCE
Shanmugavelu, G., Arumugam, A., & Armugam, M. (2020) · EPRA International Journal of Multidisciplinary Research (IJMR) · doi:10.36713/epra5991
“…despite its challenges. g) Improvement Through Therapy This research illustrates the counselling process for resilience coaching have the same focus building someone‟s personal assets, therefore to build skills in resilience, praise in the process of growth must be abundant (Kamins & Dweck, 1999).”
Background
Impairments Related to Medical Conditions
Wodrich, D. L. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.026
Substance Use and Misuse Prevention: Guidance for Practitioners
Yu, S., & Sussman, S. Y. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.028
Emotional Disturbance versus Social Maladjustment
Hughes, T. L., Tansy, M. E., & Pask, E. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.021 · Cited by 1
Autism Spectrum Disorder and Illegal Acts
Pask, E. A., & Hughes, T. L. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.022
Internalizing Problems and Disorders of Childhood
Kamphaus, R. W., Walden, E. D., & Carrizales-Engelmann, D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.019
School Psychologists in Early Childhood Settings
Alfonso, V. C., Ruby, S. F., Wissel, A. M., & Davari, J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.033 · Cited by 1
Parent–Teacher Relationships
Minke, K. M., & Woodford, J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.030 · Cited by 6
School-Based Interventions
Gelbar, N. W., & Theodore, L. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.006
How Best to Serve Court-Involved Youth in Schools
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Psychological Considerations for Asthma
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School Environments that Facilitate Delaying Gratification
Bembenutty, H. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.013
Enhancing Reading Motivation in Schools
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Transition from School to Work within a Theory-based Problem-Solving Framework
Schmitt, A. J., Yarbrough, J. L., & Hennessey, J. M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.032
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Gregory, A., & Skiba, R. J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.024 · Cited by 5
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Bidirectional Relationship between Parent Involvement in Homework and Implicit Theory in Adolescents
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“반면, ‘넌 참 똑똑해’ 혹은 ‘네가 최고야’ 등과 같이 고정된 인지능력이나 수행 결 과에 중점을 둔 피드백을 줄 때 아동은 고정믿음 을 가지는 것으로 나타났다(박진이, 박다은, 2016; Kamins & Dweck, 1999; Mueller & Dweck, 1998).”
Influential
Altas Capacidades y Trastornos Alimentarios: ¿Vulnerabilidad o Protección?
Criado, L. H. (2020) · Revista de Psicoterapia · doi:10.33898/rdp.v31i115.357
Peer Influence in the Workplace: Evidence from an Enterprise Digital Platform
Liu, H., Wen, W., & Whinston, A. (2019) · doi:10.2139/ssrn.3267050
The Mediating Effects of Maternal Praise Types on the Relationship Between Mother and Child Emotional Reactions in Task Interaction
Nahm, E. Y., & Park, S. (2017) · Korean Journal of Child Studies · doi:10.5723/kjcs.2017.38.4.79
“다시 말해, 개인특성칭찬을 많이 받은 아동일수 록 과제수행이 뜻대로 진행되지 않을 때, 칭찬 내용과 자신의 성취 결과 간의 불일치로 인하여 자신을 부정적으로 인식하는 등(Kamins & Dweck, 1999) 자신감 결여로 이어질 수 있으며, 본 연구에서처럼 어머니의 직접적인 도움 없이 과제를 수행해 야 하는 상황에서는 분노와 짜증, 좌절 등의 부정적 정서를 통 해 이를 표출한 것으로 보인다.”

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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