Is failure a positive opportunity to learn and develop, or is it a negative experience that hinders success? According to a study, how parents respond to this question is very effective on the idea that happy children can improve their intelligence by working.
If we think about motivation and how the mind develops, parents are a very critical force in child development, says Kyla Haimovitz, a professor of psychology at Stanford University, with his colleague Carol Dweck, a pioneering colleague of research on the mind . ”Parents have a strong impact on their children, from their very young age and throughout their childhood, to explain what failure is and how to meet it.“
According to Haimovitz, although much research has been done on this subject, parents have not been given much emphasis on how to motivate their children. Their research fills this gap.
There is plenty of evidence to show that children’s skills are being improved and coped more constructively with the challenges they face if they think that children’s skills can be improved and change over time, Kaliforniya says Gail Heyman, a professor of psychology at the University of San Diego, California .
How do you react to failure as a parent?
Itz Parents need to tell their children with their children’s reactions when they fail or fall back,, says Haimovitz. Ne We really have to understand what the other person sees, what we see when we say or do something. “
In other words, the reaction of a parent to a child who has taken a broken note from mathematics will affect his perception of whether the child will learn mathematics. Haimovitz says that even with the intention of comforting, gerekti It doesn’t matter, you write very well şey, even the child can give the message that he should give up the mathematics completely instead of learning anything he cannot solve.
First, 73 parents and their fourth or fifth graders talked about their beliefs about failure and intelligence. Most of the parents had at least a university degree. The questions directed to parents focused on whether they see intelligence as a changeable thing, and whether they see failure as a positive, development-enhancing, productivity-enhancing or negative, weakening and obstructing thing.
What the children perceived about as being gil smart olmak was not about the way parents perceived intelligence, but about their parents’ attitude towards failure.
Even when the parents perceived their children’s academic achievement, sahip the parents of parents with a mindset who thought that failure was a weakness, apparently believed that intelligence was constant.
As a result of the research, it was revealed that the parents were so worried about the results of their performances and the grades they took instead of learning and developing themselves, if they believed that failure failed people.
The researchers then conducted a survey of 160 parents on the internet and what they would do if the children came home with a low exam grade. Those who perceived the failure negatively were either worried about their child’s skills in the subject or trying to comfort them by telling them that they could not be gifted in everything. But parents, who saw failure as an opportunity, were asking their children what they had learned from this exam, what they could learn and what it would be useful for them to ask for help from their teacher.
After two more studies with 100 children and parents of fourth and fifth grade students, the researchers found that children could fully define their views on failure if their parents were not related to intelligence, and that this coincided with their own opinions about intelligence. Finally, researchers conducted an experiment with 132 randomly selected parents to observe whether parents’ views on failure affected their children’s views on failure. Conclusion: Children were affected.