It Takes Two: Process Praise Linking Trying and Success Is Associated with Greater Infant Persistence

Autor/inn/en	Radovanovic, Mia; Soldovieri, Antonia; Sommerville, Jessica A.
Titel	It Takes Two: Process Praise Linking Trying and Success Is Associated with Greater Infant Persistence
Quelle	In: Developmental Psychology, 59 (2023) 9, S.1668-1675 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radovanovic, Mia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001584
Schlagwörter	Infants; Success; Positive Reinforcement; Persistence; Foreign Countries; Child Caregivers; Time Perspective; Infant Behavior; Canada + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Erfolg; Ausdauer; Ausland; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Zeitbezug; Kanada
Abstract	Process praise (i.e., praise for effort) facilitates childhood persistence. However, less is known about the mechanism by which process praise influences persistence in infancy. Here, we propose that well-timed process praise reinforces the link between effort and success, thus promoting persistence in young children. In Experiment 1, U.S. infants aged 17-18 months old (N = 29; 13 females; M[subscript age] = 18 months, 3 days; 76% White) and in Experiment 2, Canadian toddlers aged 17-31 months old (N = 60; 34 females; M[subscript age] = 22 months, 17 days; 40% White) participated with caregivers. Across experiments, caregiver process and general praise overlapping temporally with both trying and success related to greater persistence during a dyadic task, while praise offered only during trying or success was not. However, the effects of temporally aligned process praise were more robust than the effects of general praise. Furthermore, process praise which did not correspond to children's actions (i.e., high-volume or randomly dispersed process praise) negatively related to persistence. Thus, these findings demonstrate that young children are responsive to temporal alignment in praise and further suggest that temporal alignment especially in process praise may help form the basis for later mindset models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01