This study investigated the effectiveness of process-related praise, applied after a series of failures, as compared to trait-related praise and no feedback. Reaction to praise following social-skills tasks was compared to that following intellectual-skills tasks. Affect and self-esteem in the domains of intelligence and social sensitivity were measured three times. The study was conducted using a 3 × 2 experimental design. Participants (167 high school students) completed five sets of tasks and received fictitious feedback. The feedback after the first three sets suggested failure and after the remaining two suggested success. The content of praise was trait-related or process-related. Receiving praise after a series of failures led to an increase in the recipients' affect and self-perceived intelligence compared to the control group, regardless of what kind of praise it was. The content of tasks was not significant to the effects obtained. No changes occurred in self-perceived social sensitivity.