Effort, Ability and the Teacher: young children's explanations for success and failure

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Abstract
Forty‐nine six and seven year‐old children in eight Year 1 and Year 2 classes in London schools were asked a series of questions to probe their understanding of success and failure in relation to mathematics, painting, reading and ‘getting on’ with work. Responses were categorised following, but modifying, Little (1985). Effort was the most commonly cited reason for success/failure, and this echoed the teachers’ emphasis in the classroom. Specific competence (being good at a particular activity) was the second most commonly cited, while general ability was rarely mentioned. The role of the teacher in the child's success/failure was also articulated: it was ranked third equal, but in terms of frequency was some way behind effort and competence. A powerful message in these classrooms was that success and failure is linked with effort; the article concludes by arguing that a focus on effort alone, however, is not sufficient to ensure progress and persistence.