TL;DR
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A Bolde report describes research by psychologist Carol Dweck suggesting that children praised for effort were more willing to try harder problems than children praised for intelligence. The findings support specific feedback about strategies and persistence, but do not mean effort should replace honest evaluation of results.
A report from Bolde argues that praising specific effort and strategies, rather than describing someone as naturally smart or talented, may encourage people to take on challenges and learn from setbacks. It cites psychologist Carol Dweck’s study of fifth graders, while the available report does not provide the study’s publication details or enough methodological information to assess how broadly its findings apply.
In the experiment summarized by Bolde, fifth graders completed problems and were then praised either for being smart or for working hard. When offered a choice of what to do next, nearly 70% of the children praised for intelligence reportedly chose easier problems, compared with fewer than 10% of those praised for effort. The figures are presented in the report; the source material does not include sample size, study date or a citation to the original paper.
Bolde also says the children were given a harder round of problems. The effort-praised group improved its scores, while the intelligence-praised group’s scores fell. The report interprets this as a difference in how children approached difficulty: praise tied to a fixed trait may make failure feel like evidence about identity, while feedback about effort can direct attention to actions that could be changed.
The article recommends feedback that names observable choices—such as changing an approach, practicing, or using feedback—rather than relying on broad labels. It also cautions that results still matter: acknowledging effort does not require pretending that a poor outcome was successful or avoiding discussion of what needs to improve.
How Feedback Can Shape Risk-Taking
The distinction matters because praise can influence what people think success depends on. If approval is consistently attached to being “smart” or “talented,” a difficult task may threaten that image. A person may then avoid situations where they could struggle, particularly when others expect them to perform well. This is the report’s interpretation of the research, not proof that a particular compliment will determine someone’s behavior.
By contrast, specific feedback on strategy and persistence can give someone information they can use again: what they tried, what changed, and what might need adjustment. That can make a setback easier to treat as information rather than as a verdict on ability. For teachers, parents and managers, the practical point is to make praise accurate and informative, while still addressing the quality of the result.
The approach is not a reason to praise every attempt indiscriminately. Generic or exaggerated praise can be unhelpful, and effort alone does not guarantee success. Useful feedback connects the person’s actions to what happened and identifies a next step, rather than offering either empty approval or a fixed judgment about who they are.
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The Study Behind the Report
Bolde’s article draws on research associated with Carol Dweck on children’s responses to different kinds of praise. The account describes fifth graders receiving either intelligence-focused or effort-focused feedback after solving problems, followed by a choice between easier and harder work. It reports both their choices and their scores on a later, more difficult round.
The report also quotes clinical psychologist Daniela Owen on the risks of praise that is generic, excessive or insincere. Owen’s statement supports the article’s emphasis on feedback that is specific and tied to actions a person can control. The supplied material does not give further details about Owen’s article or the original Dweck study, so readers cannot use this report alone to evaluate their methods or the limits of the findings.
““Disingenuous, generic, and excessive praise can negatively impact kids’ motivation and confidence.””
— Clinical psychologist Daniela Owen, as quoted by Bolde
Limits of the Available Evidence
The supplied report does not identify the original study’s publication, date, sample size or full procedures. It also does not establish whether the reported effects persist over time or apply equally across ages, cultures and settings. The figures should therefore be treated as reported results from a study account, not as a universal prediction about how all children respond to praise.
There is also no basis here to conclude that effort-focused praise by itself produces better outcomes in school, work or other areas of life. Performance depends on many factors, and praise does not substitute for teaching, resources, useful feedback or a fair assessment of results. The report’s broader claims about adults and careers are interpretations and examples rather than outcomes quantified in the study summary.
Applying Praise With Accuracy
The report does not announce a new study or a forthcoming policy change. Its practical recommendation is to make feedback specific, sincere and connected to controllable actions: describe a strategy someone used, explain what appeared to help, and identify what could be changed next time. When an outcome falls short, acknowledge that plainly and discuss what the person can learn from it.
Further evaluation would require consulting the original research and later studies, including work testing whether these effects hold in different situations and over longer periods. Until then, the findings support a measured takeaway: praise can be more useful when it tells people what they did and what they might repeat or revise, rather than treating a result as proof of a fixed trait.
Key Questions
What did the study described in the report examine?
It compared fifth graders praised for being smart with children praised for working hard, then examined which difficulty level they chose and how they performed on a harder round, according to Bolde.
What were the reported results?
Bolde reports that nearly 70% of the intelligence-praised children chose easier problems, compared with fewer than 10% of the effort-praised children. It also says the effort-praised group improved on a harder round while the other group’s scores fell. The supplied material does not include the study’s sample size or full citation.
Does this mean results should not be praised?
No. The report says results still matter. Its argument is that feedback should also identify useful effort, strategies and adjustments, without disguising a disappointing outcome.
What does useful effort-focused praise sound like?
It names a specific action, such as practicing a difficult section, trying a different approach or using feedback. The praise should be sincere and accurate, and it can be paired with clear discussion of what did or did not work.
Source: bolde.com
