There are some good ideas here, but it's a false dichotomy. The key takeaway should be, don't tell children they're fundamentally bad at something. This is different than not praising ability.
Effort is important, but it can be wasted. Low effort high results is more important than raw effort. Effort and ability are equally important.
Now, think about ability itself. This is the recognition of an individual to be able to perform results. However, it confuses the results with the child. Results are what is important, and without them there is no ability. It's wasted ability. So instead of praising ability directly, I'd suggest praising results. Effort + results.
Telling a child they are bad at something is also important. They may need to be told this so they can improve, but this is the crucial bit. They need to have a path open to improve. People change. If you say they cannot enough, and they believe it, they truly cannot.
Effort is important, but it can be wasted. Low effort high results is more important than raw effort. Effort and ability are equally important.
Now, think about ability itself. This is the recognition of an individual to be able to perform results. However, it confuses the results with the child. Results are what is important, and without them there is no ability. It's wasted ability. So instead of praising ability directly, I'd suggest praising results. Effort + results.
Telling a child they are bad at something is also important. They may need to be told this so they can improve, but this is the crucial bit. They need to have a path open to improve. People change. If you say they cannot enough, and they believe it, they truly cannot.