Blog › 小學 (6–12歲) › 成長型思維對固定型思維：P1至P6家長實用指南
Key Takeaways
Process praise — naming the specific strategy a child used — is significantly more effective than effort praise ('you worked hard') and dramatically better than intelligence praise ('you're so smart').
Children praised for intelligence after success subsequently choose easier tasks, persist less, and enjoy challenges less — the opposite of what parents intend.
Saying 'not yet' in isolation has near-zero effect on academic outcomes; it only works when paired with a concrete strategy for how to improve.
Research Data
Percentage choosing a challenging task after receiving each type of praise. Dweck lab experiments; replicated across 43 mindset studies (Psychological Science meta-analysis, 2019).
Children praised for intelligence subsequently chose easier tasks and showed less persistence — children praised for specific strategies made the opposite choices. The effect holds across 43 mindset intervention studies (Psychological Science, 2019).
很少有教育理念像卡蘿·德韋克的成長型思維框架傳播得如此迅速。自她2006年出版《思維模式》以來，這一概念已被全球的教師培訓、補習課程和育兒建議所吸收，在新加坡尤其如此。
問題是，成長型思維的流行版本已與研究相距甚遠，家長試圖應用它的一些最常見方式要麼無效，要麼適得其反。
德韋克的核心發現：相信自己智能固定的孩子面對挫折的反應與相信能力可以通過努力發展的孩子不同。關鍵的是，研究發現成人如何表揚孩子會改變孩子形成哪種思維。
比較：
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