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I’m not a doctor or a psychologist, but I take umbrage at labels placed on our children.

We also studied this phenomenon in the real world. In one study, we followed 153 college students over five weeks. During stressful times, like final-exam week, students who believed that willpower was not limited reported eating less junk food and procrastinating less than students who did not share that belief. They also showed more academic growth, earning better grades that term than their “pessimistic” counterparts.

Furthermore, when we taught college students that willpower was not so limited, they showed similar increases in willpower. They reported procrastinating only once or twice a week instead of the two to three times a week reported by students in a control condition, and they cut down on excess spending, going beyond their budgets less than once a week instead of once or twice a week.

At stake in this debate is not just a question about the nature of willpower. It’s also a question of what kind of people we want to be. Do we want to be a people who dismiss our weaknesses as unchangeable? When a student struggles in math, should we tell that student, “Don’t worry, you’re just not a math person”? Do we want him to give up in the name of biology? Or do we want him to work harder in the spirit of what he wants to become?

What are you noticing? Here are some of the things I notice I see the impact that our current grading systems have on students’ feelings of self-worth I see how children use shifts in (math) identity as a mechanisms for maintaining self-worth. I see how school reinforces a view in which your worth as human being can be mapped to your linear hierarchy I see how school reinforces the view that you intelligence and smarts are fixed attributes I see how one of the primary activities of school children is to avoid looking stupid and to maintain one’s standing in the hiearchy