carryonmy-assbutt:

wigglyflippingout:

swampgallows:

kyanve:

thalassarche:

beyondthetemples-ooc:

cassiebones:

appropriately-inappropriate:

beytamacs:

breastforce:

“Particularly prone to serious procrastination problems are children who grew up with unusually high expectations placed on them…or else they exhibited exceptional talents early on, and thereafter “average” performances were met with concern and suspicion from parents and teachers.”

Holy SHIT

WELL THEN

Yep.

They actually tested me for a learning disability in high school because I was consistently failing math.

They discovered that I actually scored in the 80th percentile in that sort of learning.

Problem was, in every other subject, I was in the 99.8th percentile.

I had never learned how to study because I never needed to—and then, when something proved to be even the slightest bit challenging, my brain went

“LOL nope this is impossible abort”

Meanwhile, this entire time I’m scraping by in subjects like English. The assignments I did turn in, I’d score top marks—but I’d avoid turning in projects I didn’t think were “good” enough.

Essentially, my brain had two settings: “100%” or “0%”.

This sort of Baby Genius shit makes kids and adolescents neurotic and self-destructive.

We learned about this in Child Development. And we learned to reward hard work and not good job. Like don’t say to a child, “oh you are so smart.” Say “Oh did worked so hard.”

Be proud of the child, not the achievement.

Be proud of the child, not the achievement.

Decades of research have been done on this by Dr. Carol Dweck. When the emphasis is placed on effort (a factor people can control) rather than talent (an innate skill), it’s a lot easier to see mistakes as a learning opportunity rather than something you just won’t ever be good at. And kids who were encouraged by effort were also more willing to take on more challenging work and considered it a lot more fun, while the kids who were praised for their intelligence were reluctant to put themselves in a situation where they might lose that identifier as a “smart kid” by making mistakes, so they preferred to do work they were confident they could master. Also, the kids praised for effort wanted to compare their results to kids who got higher scores, to see where they made their mistakes, while those praised for intelligence wanted to compare their results to kids who scored lower, to reassure themselves.

Not only does this set up “smart” students for a lot of trouble when they enter college and start being regularly challenged, the effects last long beyond that. It can be very hard for the “you’re so smart!” kids to unlearn as they become adults and struggle with even common adult things, and are afraid to ask for help because of that lesson they learned from misguided praise that they are supposed to be smart and supposed to know the answers. 

…Honestly +1 here.  It’s very well researched and documented and yeah.  Making the emphasis on “You succeed and we are proud of you b/c you are SMART as an intrinsic quality!” makes failure/setbacks/difficulty -TERRIFYING- b/c if you’re “smart” it doesn’t happen and if you fail that means you’re not smart and that’s what everyone’s drilled into you as your main point of worth.

And the rates of anxiety disorders among “gifted student” kids are kinda horrifying.    

This is why “you’re so smart” means absolutely nothing to me any more. It’s used as punishment as often as it’s used as praise. 

#i hate how real this post is

fucking same

that explains a lot