![]() These mistakes are positive mistakes. When stretch mistakes occur, reflection is needed to identify what can be learned, then adjust our approach to practice until the new level of ability is mastered.Īha-Moment Mistakes: Happen the intended action is achieved, but then realize that it was a mistake because of some knowledge that was lacking and is now becoming apparent. Stretch Mistakes: H appen when current abilities are being stretched and expanded. Only 13% of the students praised for effort did the same (Mueller & Dweck, 1998).A significant proportion (38%) of students praised for their ability lied about the number of problems they solved in the task. ![]() Only 23% of students who had been praised for effort asked for this type of feedback – most of them asked for feedback about how they could do better.The majority (86%) of students praised for their intelligence asked for information about how their peers did on the same task.Students who had been praised for their effort performed better in future tasks.Students who had been praised for their intelligence performed worse in future tasks.Students praised for their intelligence were less likely to persist on tasks than the students who had been praised for their effort.Students praised for their intelligence said they enjoyed the task less when compared to the students who had been praised for their effort.Students who had been praised for their effort tended to choose tasks that would help them learn new things. ![]()
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