自分を苦しめない目標の立て方｜目標が変わると、失敗の意味が変わる

In 1988, psychologists Elaine Elliott and Carol Eck gave 101 fifth-grade students the task of finding patterns in geometric shapes . The children were divided into two main groups based on their goals . One goal is to demonstrate one's high level of ability. The other goal is to learn something new from this challenge. After that, the children

moved on to problems that gradually became more difficult . Then, partway through, the researchers told the children that whatever they answered was wrong. It was an assignment designed to guarantee failure. As a result, the children, whose goal was to demonstrate their abilities, began to get worse at solving problems as they continued to fail. In particular,

about 30% of the children who thought they were bad at this assignment now want to finish it. boring. While some children reacted by trying to escape the task, fearing they might come to dislike it, the children whose goal was to learn something new were different. Even among children who felt they were bad at this task, less than

4% made dismissive remarks . Even after repeated failures, I continued to search for alternative solutions . Children of the same age, facing the same problems, and told they've all failed in the same way. The difference lay in what we were aiming to achieve with this assignment . If your goal is to prove your abilities, then failure

becomes a judgment against yourself. If learning is the goal, then failure becomes information to help you find the next method . It's not the children's personalities that have changed . It's not intelligence either. It's not about the number of failures . The way goals were set changed the meaning of failure . Herein lies one important possibility