UC Riverside Undergraduate Research Journal

Child-directed praise is commonly seen as a form of positive parenting that promotes child development.  However, the impact of praise on child development can differ based on the specific type of praise used. This study examined 250 parent-child dyads to investigate the impact of three forms of parental praise (i.e., process, person, and ambiguous) received at age 4 on children’s later problem-solving persistence at age 8. We hypothesized that process praise, highlighting child effort, would foster persistence, whereas person praise, emphasizing child characteristics, would undermine child persistence. Independent coders rated child-directed praise across a series of challenging parent-child tasks during a laboratory assessment at age 4. Children’s problem-solving persistence was assessed by separate sets of coders during these same tasks at age 4 and a set of similar parent-child interaction tasks at age 8. A linear regression analysis, which controlled for child sex, ethnicity, poverty, child IQ, total parental utterances, and prior persistence, revealed significant positive contributions of process praise and ambiguous praise to children's problem-solving persistence. In contrast, person praise predicted decreased persistence at age 8. These results reveal the nuanced effects of different parental praise types on children's ability to persist during challenging tasks. Future studies will test mediation models to examine how parental praise might influence long-term adaptation through child persistence. The current findings can inform parenting practices and early childhood interventions by emphasizing the importance of effort-based praise in fostering problem-solving persistence in children.