2014.10.01

 

成功的因素：聰明伶俐或認真努力

  討論的重點是專注於目標，而不是專注於努力、旅途、品格，還有所需要的改變，還有別的。

  有一個由史丹佛教授Carol Dweck所做的研究，他描述，有別的因素導致完美，不是所有的讚美都是好的。對一個孩子說你很棒，你很出色，不吝讚美之詞，你太聰明了，你太驚人，我的小愛因斯坦，這也不是很好。長期看來可能是有害的，這也會導致完美主義的基模。

  實驗針對一群10歲的孩子，然後把它們隨機分成兩組，第一組的孩子都做了一道題目，他們每個人都獨立完成了，到最後對每個完成的孩子都說「你真聰明伶俐」，當然每個孩子都感覺不錯。第二組做同一道題，做完了，做得不錯。結束後說：哇，「你真努力，你真認真」。這隨機分成的兩組孩子，一組是「聰明伶俐」，一組是「認真努力」。

  然後他開始做第二部分的研究，兩組孩子要選兩道題，他們被告知其中一道很簡單，他們可以很快地做好；另一道題非常困難，但是他們可以從中學到許多。那組被稱讚聰明伶俐的孩子裡，五成孩子選了簡單的題目；五成孩子選了可以學到很多的難題。那組被稱讚認真努力的孩子裡，九成孩子選擇了他們能學到很多的難題。這是研究的第二部分。

  第三部分，這次他讓孩子們做一道非常難的題目，這題基本上是無法解答的，他想看看兩組孩子的反應。被告知他們很聰明，很伶俐的那一組，他們沒有堅持多久，並且非常沮喪很快就放棄了。與此相反，被告知認真努力的那一組孩子，他們更能堅持並且享受解題的過程，即使到最後他們都沒能解開這道題。但是他們享受這過程並更加努力。

  從這微小的操縱帶來的結果，簡簡單單的一句你真聰明，你真努力，一句話帶來了這麼明顯的不同。「重視努力讓孩子擁有一個他自己能掌控的變量」，這能讓他們認為自己能掌控自己的成功。強調自然的天賦讓孩子無法掌控成功，不會給孩子提供面對失敗的方法。

Success Elements: Smart ant Intelligent or Effort Hard Work

   We discuss about the destination. It’s not about the hard work, the journey, the character, change that needs to take place. And there is something else.

  There is a research done by Stanford Professor Carol Dweck, There is something else that leads to perfectionism. She illustrates is that not all praise is good. Telling a kid you are wonderful, you are terrific, you are great, no matter what indiscriminately you are so smart, you are so amazing, my little Einstein that’s not always good. That may be harmful in the long run. And it may create the perfectionism schema.

  There is a group of 10years old and randomly divided them into two groups. The first group did a puzzle which they completed successfully, each one individually. And at the end, for each one when he or she completed the puzzle, and say,”wow. You are so intelligence. So smart.” And of course, they felt good about it. Terrific. The second group did the exact same puzzle- succeeded: did well. And at the end of it, she said,” wow. You put so much effort into it. You worked so hard.” Again, randomly divided into these two groups. One- “ smart ant intelligent”; one – “effort, hard work.”

  And she had a second part of the study. The second part: the participant had to choose between two puzzles. One puzzles they were told was relatively easy one they could do well. The other one was extremely hard, but they could really learn a lot from it. From the group that was told that they were smart or smart and intelligent, 50 percent choose the easy one; 50 percent chose the hard one where they could learn a lot. From the group that was told that they were hard- working, that they put in a lot of effort, 90 percent chose the hard one, the one that they could learn from. This was the part two of the study.

  Part three: She brought them in again, and this time had them take, or do a puzzle which was very difficult, which was essentially unsolvable. And she wanted to see the reaction of the two groups. The group that was told how smart they were, how intelligent they were, that group didn’t persist much and experienced a lot of frustration and would give up very quickly on that puzzle. In contrast, the group that was told earlier that they worked hard and that put in a lot of effort persisted much more and actually enjoyed the process, even though they didn’t end up solving the puzzle. But they enjoyed the process and they worked harder.

  Look at this slight manipulation. Simply one sentence – “ oh you are so smart!” “oh you are working so hard!” One sentence lead to this significant difference. Emphasizing effort gives a child a variable that they can control. They come to see themselves as in control of their success. Emphasizing natural intelligence takes it out of the child’s control, and it provides no good recipe for responding to a failure.

Chinese thought: ancient wisdom meets modern science.