enthusiastic. Hence, when they are encouraged to assume this posture and to sit straight, feelings of excitement, determination, and persistence are inadvertently evoked (Ducios, Laird, Schneider, Sexter, Stern, & Van Lighten, 1989). The principles that instructors should promote Information that motivates participants Step 1. During training workshops, instructors should inform participants that performance on the tasks they will discuss does not appreciably depend on any genetic qualities or characteristics. Instead, ability on these tasks can be developed through effort and practice. They could present examples of individuals who did not perform these tasks well initially, but developed remarkably competence eventually. Individuals who feel that competence is fixed, and cannot be developed through effort and training, are more likely to worry before they engage in a task that might reflect their intelligence or ability (Cury, Da Fonseca, Zahn, & Elliot, 2008). They are also less likely to practice;; hence, their performance tends to be relatively inferior. Specifically, these individuals feel that inferior performance is a fundamental reflection of their competence and character. They begin to worry and indeed refrain from practice, to ensure they can ascribe failures to limited familiarity with the task rather than impaired ability (see Implicit theories of malleability ). In contrast, individuals who feel that competence is malleable, and can be developed through practice, do not feel that inferior performance is a fundamental reflection of their competence. They are less concerned about the prospect of failure;; worrying diminishes, ultimately increasing the likelihood they will practice the task