This week, I came across some fascinating research highlighted by the British Psychological Society’s Research Digest about how expectations can shape a student’s performance and it struck me how relevant it is for anyone managing people in the workplace.
We already know that students who view intelligence as fixed tend to give up more quickly when they hit a difficult problem, while those who believe intelligence can grow are more likely to persevere. But this new study took it one step further, examining how teachers’ own beliefs about ability influence their students’ outcomes.
In the study, 41 undergraduate students were asked about their views on whether mathematical ability can change. They were then asked to imagine they were teachers responding to a student’s poor exam performance. Unsurprisingly, those who believed maths ability was fixed were more likely to assume the poor result reflected an inherent lack of skill.
A second study reinforced this pattern: students who thought maths ability was unchangeable were more likely to offer comforting feedback — for example, suggesting that “not everyone is good at maths” and reducing the student’s homework load. At first glance, this might sound kind and supportive. But a third study revealed the hidden downside.
When students imagined receiving different types of feedback after a poor test result — either comforting, constructive, or neutral, those given comforting feedback perceived that their teachers had lower expectations of them. Worse still, they felt less hopeful about their future in maths.
The takeaway? Comfort that assumes a lack of ability can actually be more damaging than the poor result itself. It subtly signals, “I don’t think you’re capable of more.”
This research has real implications for the way we manage people at work. When someone underperforms, it’s tempting to soften the blow with reassuring comments that attribute the result to fixed traits — “Not everyone’s a natural at presenting,” or “Some people just aren’t numbers people.” But these messages may inadvertently set the bar lower, signalling that improvement isn’t expected or possible.
Instead, great leadership means offering constructive feedback that focuses on specific behaviours, strategies for improvement, and belief in a person’s ability to grow. As psychologist Carol Dweck’s work on growth mindset has consistently shown, when people believe they can improve, they’re far more likely to do so.
Newer research from the Harvard Business Review (2023) reinforces this idea: employees who receive feedback framed around future potential are three times more likely to be engaged and committed to their organisation than those who receive feedback based on static assessments of their abilities.
So, next time someone misses the mark, resist the temptation to console. Instead, challenge them with care: help them see where they can get better, and show them you believe they can. Setting high expectations and backing people to meet them – might just be the best feedback you ever give.