From a young age, we care about what people think of us. We want to have a good reputation: we want those around us to think that we’re smart, kind, generous, etc. But when do we begin to recognize that others’ might be driven by the same reputational concerns?
Even when well-intended, intrusive or ‘helicopter’ parenting practices, such as completing homework assignments for one’s child instead of letting them do it themselves, can be damaging to kids’ motivation. Why do parents engage in these practices?
Decades of research have found that the explicit feedback (e.g., praise) that parents and teachers give to students can strongly impact students’ motivation and beliefs about their potential. But what might parents’ and teachers’ actions - including the help they give - convey to students about whether they’re capable of succeeding?