IQ tests have become more commonly used in schools over the last decade, however many experts disapprove due to potential negative psychological impacts on children. Recent studies show that IQ tests can harm adolescents' psychological development regardless of their score. These tests often use labels like "gifted" or "disabled" which can negatively impact children's future growth, motivation, and self-perception. Children are more likely to remain motivated when praised for effort and process rather than achievement or results. IQ tests can leave children with numerical labels that do not account for work put in. Those who receive poor scores face lost self-confidence during developmentally important years. If IQ tests are used, scores need to be re-evaluated over time to share

1. T H E N E G A T I V E
P S Y C H O L O G I C A L
I M P A C T O F I Q T E S T S
O N C H I L D R E N
B y J o s e p h P u r p u r a

2. O V E R T H E L A S T D E C A D E , T H E U N I T E D
S T A T E S H A S S E E N A N I N C R E A S E D U S E O F
I Q T E S T I N S C H O O L S . H O W E V E R , T H I S
I N C R E A S E I N P O P U L A R I T Y H A S N O T B E E N
M E T W I T H A P P R O V A L F R O M M A N Y
E X P E R T S .

3. I Q T E S T S
I N T O D A Y ' S
W O R L D
While IQ tests have their place and benefit among
adults, recent studies suggest that for adolescents,
these tests can be harmful psychologically and can
end up hurting the future development (regardless
of the score).

4. I Q S C O R E S
D E F I N I N G
L A B E L S
A common thread between IQ tests is the use of
labels, including descriptors like “exceptionally
gifted” or “disabled”. These types of labels can be
detrimental to the future growth and motivation
and children can easily fall into the trap of
believing they are defined by their label.

5. S T U D Y O F L E A R N I N G
A N D I N T R I N S I C
M O T I V A T I O N
R e c e n t l y m a d e p o p u l a r b y C a r o l D w e c k
a n d a v i r a l T e d T a l k

6. D W E C K ' S
D I S C O V E R Y
Children remain motivated when praised for a
specific process, rather than a result. In a classroom
setting, this would be praising a child for diligently
studying for a test, which they received a great
grade on. When children are praised for a specific
process, they are able and willing to face more
challenges.

7. O N T H E
O T H E R
H A N D
When children participate in an IQ test, it leaves a
numerical value or label associated with them. For
children that score well, this can be harmful
because they often receive very little praise for the
work and effort they put into achieving such a
great score.

8. A
N E G A T I V E
S C O R E
Children that receive a poor score or label from an
IQ test also face a negative psychological impact.
When a child under the age of sixteen is labeled
“developmentally delayed”, or another negative
rating, they inevitably lose self-confidence during an
important stage in their life.

9. T H E B O T T O M L I N E
If parents and educators are going to
continue to test children and
communicate IQ results with children,
they need to be prepared to re-
evaluate the child consistently over
time, so that progress can be shared
appropriately.

10. T H A N K S
F O R W A T C H I N G !
F o r m o r e i n f o r m a t i o n ,
p l e a s e v i s i t
w w w . J o s e p h P u r p u r a . o r g