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Creating a positive classroom atmosphere: Teachers' use of effective praise and feedback
... An important element of CMS is creating a positive environment; this can be done through the provision of immediate feedback in the event of unwanted behaviour, providing clear expectations, praise, and positive reinforcement for desirable behaviour, engaging students in learning, and establishing a supportive and inclusive environment. Creating a positive environment is one of the most important strategies a teacher can implement to promote learning and positive behaviours (Conroy et al., 2009). An essential factor in creating a positive environment is how a teacher responds to unwanted behaviour. ...
... An essential factor in creating a positive environment is how a teacher responds to unwanted behaviour. If a teacher responds in a combative manner, it can increase unwanted behaviour (Conroy et al., 2009). However, if they respond positively to the wanted or desired behaviour with reinforcement and praise there is an increased likelihood of the desired behaviour being repeated. ...
... Effective praise and feedback can contribute to this. For praise to be effective, it needs to be behaviourspecific, teacher-initiated, focused on improvement, and sincere (Conroy et al., 2009). Furthermore, it does not create competition among students and is age appropriate. ...
... Challenging classroom behaviors are a leading cause of beginning teacher stress and attrition (Allday et al., 2012;Conroy et al., 2009). Beginning teachers express difficulty in addressing inappropriate classroom behaviors which impact student engagement and may limit effective teacher-student relationships, both of which have been found to be predictors of student success. ...
... Another well-validated approach to promote a positive classroom is the use of specific behavioral praise (Allday et al., 2012;Conroy et al., 2009). Specific behavioral praise is when a teacher conveys an explicit reference to a desired behavior (e.g., "Jonathan, I like the way you are quietly sitting at your desk with your journal out. ...
... Preservice teachers were taught that, in order for a behavior and academic-specific praise statement to be most effective, it needed three components. It needed to be individualized, occur immediately after the desired behavior, and focus on student's improvement and/or effort (Allday et al., 2012;Conroy et al., 2009). ...
Challenging classroom behaviors are a leading cause of beginning teachers’ stress and attrition. It has been a longstanding criticism that teacher preparation programs are not adequately providing preservice teachers with the proper strategies to help them deal with behavior problems effectively. This study examines the effects of performance feedback and deliberate practice using a mixed-reality simulation on preservice teachers’ use of high leverage practices. Simulators are well suited for training preservice teachers in high leverage practices because it allows for repeated practice and opportunities for performance feedback. Findings are presented from research on the use of performance feedback and deliberate practice within a controlled environment in a teacher preparation course for undergraduate general education preservice teachers. There were significant shifts in preservice teachers use and efficacy of three targeted high leverage practices. Findings hold implications for the preparation of special and general education teachers.
... Apparently, through feedback, both teacher and students can obtain information about learning, which including but not limited to the strengths and weaknesses, and it is helpful in closing the learning gap for future improvement. It is any information provided by teachers to students based on their performance (Black & William, 1998;Conroy et al., 2009). Based on the information given in feedback, students will be able to identify and correct the errors made (Chin & Lim, 2017). ...
... Feedback can be categorized according to the yield of different outcomes. For example: (i) positive feedback -encourage students to move towards the desired goal and (ii) negative feedbackgive negative effects to students, makes them feel like criticism (Conroy et al., 2009). Lalor (2012: p. 75) stated that "good feedback lets students know how they are progressing, how close they are to their goal, and what to do if they take a wrong turn." ...
Traditionally, “assessment” refers to the process of evaluating the effectiveness of teaching and learning activities (William, 2011). Through assessment, teachers will be able to identify whether the intended learning outcomes is achieved or not. Instead of treating assessment as a benchmark or guidelines to grade, judge or group students, how to utilize information gathered from assessment has changed its role in educational field. As pointed out by William (2011: p. 3), “There has been an increasing tendency to seek to understand activities that are intended to guide the learning towards the intended goal, and that take place during the learning process, as forms of assessment.”
Assessment is not merely a tool to measure students’ ability. As a matter of fact, it provides information during the teaching and learning process to improve students’ performance, which is known as “formative assessment”.
To cite:
Chin, S. F. & Lim, H. L. (2019). Giving feedback in formative assessment. In A. Melissa, N. L. Y., Lim, H. L. & Hairul N. (Eds.), New horizons of psychology Assessment in Education (pp. 120-134). USM Press.
... These challenges can often lead to negative moods and a diminished sense of accomplishment (Hastings and Bham, 2003), which together constitute the core manifestations of teacher burnout. However, if the classroom atmosphere is positive, students are performing well, and teachers effectively manage the classroom, this not only enhances teaching effectiveness but also significantly reduces teacher stress, thereby decreasing the risk of burnout (Conroy et al., 2009). Additionally, an Frontiers in Psychology 05 frontiersin.org ...
... The active participation of students energizes the entire classroom environment, creating a dynamic atmosphere that is conducive to improved learning outcomes. In such an environment, students engage with the content not just intellectually but also on emotional and physical levels, which amplifies the learning effects and deepens their understanding (Wang et al., 2015;Conroy et al., 2009). Finally, by enhancing the classroom atmosphere and fostering students' active participation, GPT technology indirectly alleviates the teaching pressures faced by educators. ...
Chat GPT technology plays a pivotal role in global educational innovation and the enhancement of the quality of teaching and learning. In the field of education research, numerous studies have been conducted to investigate the effectiveness of GPT technology, teacher acceptance, and student engagement in depth. To date, few studies have considered the compounding effects of these factors on teacher burnout from the perspectives of psychology and behavioral sciences in conjunction with the dichotomous and complex relationship between teachers and students. Consequently, based on the findings of previous scholars, this study constructed a cross-layer chain mediation model based on the SOR and EASI models. This model was used to explore how different motivators affect the alleviation of teacher burnout through psychological and behavioral mechanisms. The study involved 47 teachers and 506 students from 10 universities. The findings of the study indicated that (1) the direct effect of GPT integration degree on teacher burnout was not statistically significant, and (2) the classroom atmosphere played a pivotal mediating role in the relationship between GPT integration degree and teacher burnout. (3) The degree of GPT integration degree exerts an indirect and orderly negative influence on teacher burnout through behavioral engagement and classroom atmosphere. The objective of this study is to further enhance our comprehension of the utilization of GPT technology in education and to provide strategic recommendations for its advancement in educational practice.
... A positive classroom atmosphere has a welcoming climate that engages students in learning and helps to foster high values of self-efficacy (Hattie & Timperley, 2007). The use of positive feedback and praise (e.g., praising the student for success and giving positive feedback on why they were successful) is a tool that may help the teacher to create a positive classroom environment (Conroy et al., 2009). Duke (2012) suggested that it is the responsibility of the teacher to find a balance between positive and negative feedback. ...
... A balance of positive and negative feedback can help to create a positive classroom atmosphere. It is important for students to feel comfortable receiving feedback about their mistakes within the classroom environment; therefore, a positive classroom atmosphere is an important factor in successful student learning (Conroy et al., 2009). ...
The purpose of this study was to develop and validate a scale to measure the quality of pre-service music teachers' formative, verbal feedback in the context of secondary-level instrumental ensemble rehearsals. The questions that guided this study include: (a) What are the psychometric qualities (e.g., validity, reliability, and precision) of the Pre-Service Music Teacher Verbal Feedback Evaluation Scale? (b) How do the verbal feedback criteria vary in difficulty in relation to how the students vary in achievement? and (c) How does the rating scale category structure vary across each individual criterion? A sample of pre-service music teachers' teaching episodes (N = 55) was video recorded in 6-10 minute segments. Music content experts (N = 15) evaluated the teaching segments using the Pre-Service Music Teacher Verbal Feedback Evaluation Scale consisting of 39 criteria embedded within five domains. Data were analyzed using the Many Facet Rasch Partial Credit (MFR-PC) model. Results indicated a high reliability of separation and a good data-to-model fit for the MFR-PC. Implications for teaching and rehearsal effectiveness as well as pre-service music education training in the secondary-level instrumental classroom are discussed.
... Tidak jelas perilaku mana yang dimaksudkan oleh guru. Alih-alih menyatakan itu, guru seyogyanya mengatakan secara langsung pujian beserta perilaku yang dituju, seperti "good job everyone for listening me during this 25 minutes" (Conroy, 2009). ...
... Muncul perasaan saling memiliki yang membuat murid dapat berperilaku secara pantas kepada guru, seperti menghormati guru tanpa paksaan dan lebih memperhatikan pelajaran. Atmosfer kelas yang nyaman dan menyenangkan dapat terjadi (Conroy, et al., 2009). ...
Perhatian murid adalah sikap yang menunjukkan konsentrasi dan fokus saat pembelajaran berlangsung. Salah satu kegiatan yang berkaitan dengan sikap tersebut yakni melalui pemberian penguatan positif. Tujuan penelitian ini untuk menguji pengaruh penguatan positif terhadap sikap perhatian murid kelas satu sekolah dasar. Metode penelitian yang digunakan adalah Eksperimen Kuasi dengan Desain Posttest-Only. Jumlah subjek penelitian ada 40 murid, terdiri dari 20 murid untuk kelompok eksperimen dan 20 murid untuk kelompok kontrol. Instrumen penelitiannya berupa kuesioner sikap perhatian murid. Independent Sample t-Test digunakan sebagai teknik pengujian hipotesis. Hasil penelitian menunjukkan bahwa penguatan positif berpengaruh terhadap sikap perhatian murid kelas satu sekolah dasar dengan nilai signifikansi sebesar 0.027 < alpha = 0.05.
... For instance, when you exchange jokes and the audience laughs, the more the exchanging jokes behaviour continues. A study by Conroy et al. (2009) established that teachers could advance their general classroom environment, in addition to rising positive interactions with learners by professionally implementing positive reinforcement. This study ascertained that positive reinforcement of learners is a powerful tool in the improvement of performance in the use of English language in selected secondary schools in Nakuru town, hence may increase the opportunity of acquiring communicative competence in the language. ...
... Davies (2003) states that actual praise necessities to be given genuinely and enthusiastically focused on the learners' effort in comparison to actual achievement. It is agreed that it is important to work on a positive style of praise which is more effective rather than a negative one like punishment (Cohen, Manion, & Morrison 2005). Genuine, natural praise reassures positive self-esteem and acceptance of both self and among other learners in the classroom (Davies, Ibid). ...
The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.
... Inherent in this framework is the requirement for teacher self-reporting which enables teachers to report on their own performance in the classroom. Teachers are the active drivers of the classroom atmosphere ensuring order, making students active and encouraging cooperation (Conroy et al., 2009;İşeri and Tabak, 2021). Their ability to create a positive and interesting classroom environment is one of the most powerful tools teachers can use to encourage children's learning and prevent problematic behaviors (Conroy et al., 2009). ...
... Teachers are the active drivers of the classroom atmosphere ensuring order, making students active and encouraging cooperation (Conroy et al., 2009;İşeri and Tabak, 2021). Their ability to create a positive and interesting classroom environment is one of the most powerful tools teachers can use to encourage children's learning and prevent problematic behaviors (Conroy et al., 2009). However, creating and maintaining a positive and productive classroom environment suitable for learning are important challenges teachers face in the field of classroom management (İşeri and Tabak, 2021). ...
Teacher professional development is often described as a key factor linked to improved learning outcomes. With the learning disruption caused by Covid-19, teachers have undertaken various school-based and technology-enabled professional development programmes in innovative teaching practices, including blended learning and flipped classrooms. Monitoring and evaluation of teacher professional development has, however, been fraught with lack of tools and skills to collect data, towards evidence-based practice. // With technology increasingly being accessible to teachers, it is important to harness teacher self-reporting as a cost-effective and flexible means for monitoring classroom instruction and the evolving innovative pedagogical practices. This study reports on a baseline data collection and analysis process undertaken as part of COL’s school-based teacher development programme (also known as ‘Teacher Futures’). An independent analysis was carried out to check the integrity of the instruments and produce evidence on the impacts and outcomes of the project. The paper analyses the challenges experienced with data capture and analysis and proposes some design considerations for a Mobile App prototype for teacher self-reporting.
... We defined appropriate classroom behavior as attending to the teacher, working on academic assignments, answering questions when called on, getting the teacher's attention appropriately, and compliance with teacher instruction (Christensen et al., 2004). In most cases, authors use common definitions for general praise and behavior-specific praise (e.g., Brophy, 1981;Conroy et al., 2009). Some authors also use similar terminology such as "approval" and "disapproval" teacher behaviors when referring to praise (e.g., Yildiz & Pinar, 2014). ...
... Students enjoy receiving genuine praise and most teachers enjoy praising students, which establishes friendly relationships between students and teachers (Brophy, 1981;Royer et al., 2019). Teachers are more likely to receive positive reactions from students when they provide positive attention, which in turn helps students learn alternative behaviors to gain positive attention (Conroy et al., 2009). Similar to improving relationships between students and teachers, research also indicates that teachers implementing praise is linked to an increased probability of viewing students in a more positive manner and focusing less on students' negative behaviors (Gable et al., 2009;. ...
Previous research documents the positive impacts that teacher praise can have on students' behavior in the classroom; positive praise is a reinforcer that improves and maintains appropriate classroom behavior. Identifying current trends in natural rates of praise—praise that occurs in the absence of specific intervention or training—may help teachers become mindful of their own practices. The purpose of this systematic review was to investigate characteristics of published observational studies of teacher‐delivered praise and identify the rate at which teachers delivered praise. We conducted a systematic search of the literature, and included studies published after 2004; 14 studies met our inclusion criteria. The results of this study illustrate that researchers use several different measures to observe and report the frequency of teacher praise. Teachers also delivered general praise (range = 0.04 per min to 67.9 per hour) and behavior‐specific praise (range = 5.9–23.14 per hour) at widely variable rates. Teachers commonly used more general praise compared with behavior‐specific praise. Across studies, we also found inconsistent rates of teacher praise versus reprimands, with some studies reporting higher rates of praise while other studies reported higher rates of reprimands. We discuss implications for teachers and provide recommendations for future research.
... However, the teaching and learning process is not only a simple relationship between the teacher and students, but also among students themselves. In this interrelation, teachers' behaviors are fundamental in promoting positive interactions in the classroom (Conroy et al., 2009). As teachers and students share several learning environments and experiences, they build perceptions about the teaching-learning process that allows them to make interpretations about the interactive dynamics in the classroom in a very consistent way. ...
... Even if a student perceived that his/her teachers used little effective feedback, if s/he was in a classroom with a highly supportive environment, the student would have higher levels of school identification and behavioral engagement than if s/he was in a classroom with a less supportive environment. These results suggest that feedback interactions may affect the learning and engagement of other students in the classroom because they are exposed to both their peers' behavior and performance and teachers' feedback to their peers, as observed by Conroy et al. (2009). By contrast, if teachers display differential feedback for some students based on their individual characteristics (gender, nationality or achievement levels), creating an unsupportive classroom environment, students' trust for or receptivity to the teacher as a source of support and feeling of belonging will be reduced (Voelkl, 2012). ...
Previous research revealed the connection between students’ behavioral and emotional engagement and a supportive classroom environment. One of the primary tools teachers have to create a supportive classroom environment is effective feedback. In this study, we assessed the supportive classroom environment using the perception shared by all students from the same classroom of teachers’ use of effective feedback. We aimed to explore the effect of such an environment on students’ behavioral engagement and school identification. Using a probabilistic sample of 1,188 students from 75 classrooms across 6th, 7th, 9th, and 10th grades, we employed multilevel regression modeling with random intercept and fixed slopes. We explored the effects of both individual perceptions of teachers’ use of effective feedback and the supportive classroom environment on student engagement. The analyses identified that students who perceived that their teachers use more effective feedback had a higher level of behavioral engagement and school identification. Once we controlled the effects of these individual perceptions of teachers’ effective feedback, we still observed the effect of a supportive classroom environment on student engagement. So, in classrooms where teachers used more effective feedback creating a supportive classroom environment, students had higher school identification and behavioral engagement levels, regardless of their individual perceptions of teachers’ feedback. The association between variables remained significant even after controlling students’ characteristics (gender, nationality, mother’s level of education, history of grade retention) and classroom characteristics (grade level, type of school, number of students at grade level). Our findings support the potential of teachers’ feedback practices to foster students’ school identification and behavioral engagement to build a more inclusive school environment and value students’ diversity.
... Behavior management strategies are approaches teachers use to increase appropriate student behavior and decrease inappropriate behavior (Rusby et al., 2011). These include students' corrective feedback about their behavior, teachers' praise of students' appropriate behavior (Conroy et al., 2009), keeping order, introducing rules and procedure, disciplinary interventions (Korpershoek et al., 2016), maximizing structure, establishing and reinforcing expectations, acknowledging appropriate and responding to inappropriate behaviors (Gaias et al., 2019). Furthermore, research reveals that teachers can cultivate a positive classroom environment through the use of specific classroom management strategies (Pas et al., 2015). ...
... Furthermore, research reveals that teachers can cultivate a positive classroom environment through the use of specific classroom management strategies (Pas et al., 2015). For example, praise and opportunities to respond are two specific teacher practices that dominate in research and training in classroom management (Conroy et al., 2009). Both praise and opportunities to respond are strategies that have been associated with a positive impact on students' behavior (Sutherland & Wehby, 2001). ...
Extensive research has been conducted on teachers’ classroom practices, particularly instructional and behavior management practices that are linked to students’ learning. However, research on teaching practices in Greece is very limited due to the unavailability of valid, and reliable assessments. To support teachers’ evaluation and professional development in Greece, valid assessments that measure teachers’ classroom practice and capture teachers’ strengths, and areas in need of improvement are urgently needed. The current study presents the Greek translation and initial validation of the Classroom Strategy Assessment System (CSAS), a multi-rater, multi-source observational assessment of teachers’ evidence-based instructional and behavior management strategies. Trained school administrators observed 31 elementary school teachers (age range of students 6–12 years), three times each for 30 minutes in Greek Language Arts and mathematics lessons. Internal consistency, test–retest reliability, and interobserver reliability of the translated Greek CSAS were examined. Results revealed strong internal consistency, adequate test-retest, and interobserver reliability, and support the use of the CSAS in Greek classrooms. Overall, findings indicate that Greek teachers were rated as utilizing evidence-based classroom practices, but rates for some practices were lower than recommended by the literature. Implications for research and professional development are discussed.
... In particular, social praise is a classroom management practice with substantial empirical support at the elementary level (Briere et al., 2015). Social praise is often used by teachers as a way to respond and attend to positive behaviours in the classroom (Conroy et al., 2009). However, in order for praise to be most effective, praise should be behaviour-specific and contingent upon a desired behaviour. ...
... However, in order for praise to be most effective, praise should be behaviour-specific and contingent upon a desired behaviour. Thus, social praise provides teachers with an effective tool for preventing and managing problem behaviours in the classroom if done at the right frequency and with sincerity (Conroy et al., 2009). ...
Teachers can at times view behavioural intervention procedures as time‐consuming. Thus, socially‐valid classroom‐based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship‐building component was added to target positive student‐teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher‐reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student‐teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.
... Based on theorizing in this area, authenticity may elicit approach-orientations towards a particular environment by facilitating cognitive, motivational, and social fluency (Schmader & Sedikides, 2018). Self-efficacy, goal-achievement, and belongingness are all powerful contributors to behavior and psychological wellbeing (Bandura, 1994;Baumeister & Leary, 2007;Conroy et al., 2009;Pajares, 2003). Thus, to the extent that feelings of authenticity cultivate cognitive, motivational, and social fit, an individual is likely to return to the context that gave rise to them. ...
The current research addresses two related theoretical questions: 1) do feelings of authenticity experienced during an activity predict motivation to engage in that activity, and 2) does that motivation translate to actual engagement behavior? We examined both questions in a 12-week longitudinal study preceding and following the 2020 U.S. Presidential Election. Each week we assessed feelings of authenticity, motivation for civic engagement, and self-reported civic engagement. Results showed that the felt authenticity of civic engagement predicted greater engagement motivation, which, in turn, predicted higher engagement frequency the following week. Overall, these findings demonstrate the relevance of authenticity for important social outcomes and yield new theoretical insights into the nature of subjective authenticity.
... On the contrary, the atmosphere of Spanish language classes in the United Statesis more open and inclusive. Fortunately, teachers can significantly improve the classroom atmosphere and make the classroom more active and productive by changing the way they interact in the classroom and increasing the motivation of students to participate [6]. In the classroom, mistakes are seen as part of learning. ...
In the context of globalization, the cultivation of foreign language abilities has emerged as a crucial objective in the pursuit of enhancing students comprehensive quality. It is obvious that there are notable discrepancies in the concept and practice of foreign language teaching between China and the United States, which directly affects the formation and advancement of students linguistic abilities. This paper focuses on English classrooms in Chinese universities and Spanish classrooms in the American universities, with a particular emphasis on the differences in teaching methods, classroom interactions, and assignment settings. The study used comparative survey method and literature review to study and analyze the foreign language classes of the two countries. The results show that Chinese university English classrooms tend to focus on the mastery of grammar and vocabulary, while Spanish classrooms in the United States pay more attention to the practical use of language and adopt interactive and task-oriented teaching methods. In light of these observations, this paper puts forward some suggestions for the improvement of English education strategies in China, including improving the interactivity in Chinese English classrooms, focusing on language practice and task-based teaching, so as to enhance students practical application ability. The research aims to provide insights for English education in China and help students better adapt to and cope with the challenges of language learning and application in the context of globalization.
... A compromised mental health state is correlated with reduced productivity, an excessive workload, and a perception of insufficient support. This circumstance has the potential to lead to an uptick in academic underperformance, study delays, and ultimately, higher dropout rates [4]. In simpler terms, emotional distress can lead to a decline in students' grade point averages, which in turn intensifies symptoms of anxiety and depression. ...
Online education has become a convenient platform for educators and learners to participate in the educational process. However, this accommodation comes with its own set of challenges, including reduced interaction between educators and students, potential adverse effects on student mental health, and concerns related to student self-discipline. Unlike traditional classroom teaching, online teaching monitors students' situations in real-time and provides timely help when encountering obstacles. Observations that ongoing interactions between students and educators in online environments are often associated with reduced student engagement in changes in interactive educational environments. Educators play a critical role in guiding and supporting students, and these challenges highlight the importance of educator behavior in effectively addressing these issues. This suggests that many students engage in online learning when they may appear disinterested or less effective, and this study provides pertinent suggestions to effectively address these challenges. While online education offers flexible and convenient learning methods, educators must face up to the associated complexities to ensure a fruitful and enriching educational experience for students.
... It is a particularly useful intervention to target during teacher training because of its positive effects on student behavior and because it is simple to deliver, non-intrusive, and requires little time to implement (Sutherland et al., 2000). Despite strong evidence for the use of BSP across grade levels, educational settings, and student populations (Conroy et al., 2009;Royer et al., 2019;Sutherland & Wehby, 2001), observational studies show it is used at low and inconsistent rates ranging from 1.8 to 8.8 statements per hour (Burnett & Mandel, 2010;Floress et al., 2018;Reinke et al., 2013), as opposed to recommended rates of at least three to five BSP per 10-min (Floress et al., 2018;Floress & Jenkins, 2015) and as high as four or more per minute (Kranak et al., 2017). Systematic reviews summarizing teacher training on BSP have shown multicomponent training packages increase teachers' use of the strategy (Ennis et al., 2020;Floress et al., 2017;Zoder-Martell et al., 2019). ...
Effective use of classroom management practices is critical to creating positive classroom climates supporting students’ academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows teachers need training to use BSP at high frequencies. Multicomponent training packages with sustained coaching have demonstrated increases in teacher use of BSP, but more flexible training approaches are needed to meet the needs of rural teachers. We used a multiple baseline design to first evaluate the effects of an online module on rural teachers’ use of BSP. Then, we evaluated the additive effects of asynchronous, virtual peer coaching on BSP. Results tentatively suggest the presence of a functional relation between virtual peer coaching and BSP following the online module and suggest the absence of a functional relation between the online module alone and BSP.
... Giving students positive feedback has been shown to have several advantages in the learning process. These benefits include: a) strengthening relationships between teachers and students; b) sparking and boosting student motivation; c) raising student self-esteem; and d) improving student concentration (Kodak et A study by Conroy et al. (2009) found that teachers who effectively build positive relationships with their students through praise and positive reinforcement can assist students in learning and enhance the classroom climate as a whole. Most teachers utilize praise as a positive reinforcement during everyday classroom interactions with their students. ...
This study, conducted during the academic year 2022-2023 at the University of Cebu Main Campus, aimed to establish the correlation between effective reinforcers and the self-esteem of fourth-year psychology students. Utilizing the Slovin formula, a sample size of 120 students was selected from the total population of 166. The Descriptive Correlational Method was employed to explore the connection between effective reinforcers and self-esteem, with a focus on these senior students who might be susceptible to academic stress and burnout. The study employed the Rosenberg Self-Esteem questionnaire for self-esteem assessment and conducted a pilot test to ensure questionnaire reliability. Data were collected via Google Forms, and a chi-square test was utilized to assess the relationship between student profiles, self-esteem, and effective reinforcers. Also, the Wilcoxon Signed Rank Test was run to determine the relationship between self-esteem and effective reinforcers. The results revealed that natural reinforcers were the most effective in boosting self-esteem, with no significant relationship between student output and the variables. However, a significant connection was found between self-esteem and effective reinforcers. This study underscores the vital role of effective reinforcers in enhancing self-esteem.
... Reeve and Jang (2006) identified several teacher behaviors that promote student autonomy including praise as informational feedback and offering encouragement. Behavior-specific praise is designed to directly address these areas (Conroy et al., 2009;Stormont & Reinke, 2009). Offering feedback and encouragement is critical when working with students with disabilities because they frequently receive less constructive teacher feedback as well as more negative feedback than students without disabilities (Sprouls et al., 2015). ...
This article discusses the use of behavior-specific praise (BSP), an effective technique for promoting prosocial behavior and managing classrooms. It addresses the criticism that BSP may reduce students’ intrinsic motivation and offers directions on how to use BSP to provide students, especially those with challenging behaviors, with useful feedback that encourages them to engage productively in school activities.
... When teachers utilize more positive, strengths-based strategies that reinforce prosocial behavior, students are provided with more opportunities for positive interactions with their teachers (e.g., positive attention) and fewer negative, conflictual, and/or hostile interactions (Conroy et al., 2009;Reinke & Herman, 2002;Wubbels et al., 2014). Positive response strategies, which involve teachers acknowledging students' effort, performance, and actions, are evidence-based practices (EBPs) for promoting positive behaviors and skills (e.g., adaptive, communication) among young autistic children (Machalicek et al., 2007;Matson & Boisjoli, 2009;Steinbrenner et al., 2020). ...
Background: Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs.
Method: The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression.
Results: The model was a close fit to the data (χ2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use.
Conclusions: Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies.
... Teaching is considered one of the most emotionally demanding professions, which can affect mental health and well-being (Schonert-Reichl, 2017). Teachers' socioemotional competence, such as emotional intelligence (EI) and emotion regulation (ER), is considered a protective factor against stressful situations, in addition to promoting well-being and a sense of self-efficacy in the classroom (Conroy et al., 2009), and it has been investigated in the foreign language teaching and learning context. Despite the need for ER for adaptation, individuals substantially differ in their capacity and propensity to apply regulatory mechanisms (Gross and John, 2003). ...
Teachers’ emotional intelligence (EI) and emotion regulation (ER), as protective factors against stressful situations, play active roles in promoting teachers’ well-being and sense of teaching self-efficacy. However, few studies have touched on the linkage between these two variables, which, to some extent, has hindered the in-depth exploration of their functions in teachers’ professional development. To address this gap, the current study examined the EI and ER of 474 junior high school English as foreign language (EFL) teachers in China via a questionnaire and semi-structured interviews. With the aid of SPSS 26.0, the data collected through the questionnaire were coded, computed, and analysed. Both descriptive and inferential statistics were used to report the levels of EFL teachers’ EI and ER and the correlation between them. The semi-structured interviews were recorded and transcribed, and the data were subsequently analysed. The results indicate a positive correlation between EFL teachers’ EI and ER. The detailed statistics display that all dimensions of EI were positively and significantly correlated with all dimensions of ER. The results further explain the relationship between teachers’ EI and ER in an EFL context. Practical implications are put forward concerning the development of EI and ER competencies.
... Descriptions of how teachers naturally use praise is limited despite substantial evidence showing that rates of praise are related to improved classroom environments and appropriate student behavior (Conroy et al., 2009;Jenkins et al., 2015;Rathel et al., 2014). The majority of existing studies of teacher praise have been limited to examining praise at the individual student level, by not differentiating praise by subject area, and not accounting for differences in praise across academic or classroom-management tasks (Floress et al., 2017). ...
This study aimed to describe 2nd-grade teachers’ use of different forms of praise during English Language Arts (ELA) instruction and examine if teacher characteristics were associated with differences in the use of different types of praise. Investigators recorded 2nd-grade teachers’ language use during randomly selected, 15-min excerpts (n = 912) of ELA instruction in 53 classes across 21 schools and coded for total praise, general praise, behavior-specific praise (BSP), classroom conduct praise, and academic praise. In addition, this study explored how teacher education, experience, and age were related to the frequency and type of praise used in the classroom. Results indicated that rates of both total praise and BSP were regularly low. Teachers praised academic work more often than they praised appropriate classroom behavior. Furthermore, there was a significant relation between teacher age and teacher use of BSP and classroom conduct praise. Post-hoc mediation analyses were also conducted. Findings suggest that whereas 2nd-grade teachers provide low levels of total praise, they provided especially low rates of specific, contingent forms of praise that have been proven to promote child behavioral outcomes.
... These strategies can help students stay focused on tasks, especially when they encounter difficulties. Placing a heavy emphasis on appropriate learner output, while actively disregarding undesirable learner output, conditions learners to focus on positive outcomes, which facilitates a positive classroom environment and increased desirable learner output (Conroy, et al. 2009). ...
https://wcoh.nttu.edu.tw/var/file/31/1031/img/286987678.pdf
... 이러한 질 높은 상호작용의 주된 특징 중 하나는, 교사와 유아 가 모두 대화의 소재에 관심과 흥미를 유지하면서 양방향에서 생각을 주고받는다 (Hirsh-Pasek et al., 2015;Romeo et al., 2018). 뿐만 아니라, 교사와 유아의 양 방향적 의사소통은 유아의 언어발달과 인지발달을 도모한다는 연구 결과도 속속 보고되고 있다 (Herrera et al., 2021;Shuey & Kankaras, 2018 (Conroy et al., 2009;Sumiati et al., 2019). 또한, 학습 목표와 직접적으로 관련된 피드백은 유아가 학습한 내 용을 더 잘 이해하도록 돕는다. ...
13개의 유치원 교실의 선생님과 219명의 유아(m=60개월, 최소 42개월~ 최대 77개월)가 참여하였다. 수학 그림책을 읽고 이루어진 수학활 동에서 교사의 피드백 유형(정보확인형 피드백, 인지촉진형 피드백)이 유아의 반응(기계적 응답, 단답형 응답, 생각을 표현하는 응답)에 미치는 영향력을 위계적 회귀분석으로 알아보았다. 그 결 과, 유아변인과 교사변인을 통제한 후, 교사의 정보확인형 피드백(i.e., 반복하기, 확장하기, 명료 화하기, 구체적으로 묘사하기)이 유아의 기계적 응답과 단답형 응답만을 예측하였으며, 유아의 사고표현 응답은 예측하지 못하였다. 반면에 교사의 인지촉진형 피드백(i.e, 비계설정, 질문-대답 주고받기, 후속질문, 사고과정 설명 요구하기)은 유아변인과 교사변인을 통제한 후, 유아의 사고 표현 응답을 유일하게 예측하는 피드백 유형이었다. 논의에서는 교사가 유아의 사고표현을 촉진 하는 피드백을 제공할 수 있도록 하는 교사 전문성 지원의 중요성에 대해 논의하였다. 주제어(keywords): 유아수학 활동(children's math activities) 유아의 반응(children's level of responses) 정보확인형 피드백(information-seeking feedback) 인지촉진형 피드백(cognitively demanding feedback) 교사-유아 상호작용(teacher-child interaction) 비판적 사고표현(expression of critical thinking)
... Zamanla kavramın kapsamı genişlemiş, üretilmiş bir meta olarak yaşam biçimini de kapsar hale gelmiştir. Eğitim ortamlarının kültürü ise atmosfer (Conroy et al., 2009), iklim (Johnston, 2009), ortam (Gorodetsky & Barak, 2009) gibi farklı terimler altında incelenmiştir. Ancak bu kavramlar kapsam bakımından belirsiz görünmektedir. ...
İnsanın toplum halinde yaşama ihtiyacı, farklı yapı ve mekanizmalarda kurumların oluşturulmasını sağlamıştır. Bu kurumların üstünde yer alan modern devlet, toplumsal kurumları ve toplumsallaşma biçimlerini de şekillendiren bir mekanizma haline gelmiştir. Okullar aracılığıyla toplumsallaşma süreçleri kontrol altına alınırken, sınıflar bu kontrol mekanizmasının en küçük üniteleri olmuştur. Toplumsal bir grup olarak sınıflar, toplum özelliği gösteren sosyal birlikteliklerdir. Bu birlikteliğin kendine özgü özellikleri ve yapısı bulunmaktadır. Kültür, bu özelliklerden biridir. Bu çalışma, pedagojik anlamda sınıfın kültürünü ve onun toplum-toplumsallıkla bağını anlamaya çalışmıştır. Çalışma, etnografi yöntemiyle Zeytinburnu’nda yer alan bir okulda 1.sınıfta yürütülmüştür. Katılımcılar 9 kız ve 7 erkek öğrenciden oluşmaktadır. Çalışmanın verileri döküman analizi, öğretmen ve öğrenci görüşmeleri ve gözlem yöntemleriyle elde edilmiştir. Tüm veriler içerik analizi yöntemiyle incelemiş ve sonuçlar aktarılmıştır. Sınıfın toplumla bağını ele alan çalışma, sınıf kültürün milli eğitim hedefleriyle nasıl paralel biçimde oluşturulduğunu açıklamaktadır.
... behaviors (Conroy, Sutherland, Snyder, AlHendawi and Vo 2009;Cotton, 2008;Gettinger, 1983 It strengthens appropriate classroom behaviors and develops good behavior habits. ...
Teaching is a complex profession; and therefore, micro-teaching is needed to scale down its complexity to train pre-service teachers for future real teaching. However, micro-teaching experiences without reflection are insufficient for building or developing professional teaching skills. Therefore, this book aims at building and developing essential teaching skills through reflective micro-teaching in which teacher trainees, individually and collectively, reflect on their own micro-teaching practices with the assistance of reflection forms in controlled teaching environments. The book consists of three chapters. The first chapter covers the conceptual and theoretical framework of reflective micro-teaching. The second chapter deals with video-mediated microteaching as a stimulus for reflection. The third chapter includes the conceptual and theoretical framework of the core teaching skills and provides reflection forms that help teacher trainees to reflect on their own and one another's micro-teaching practices, for building and developing these core skills. The book contains eight tables and a list of 256 references.
... Reinforcement increases a desirable behavior (Pettit, 2013). It also teaches children social skills and improves the classroom environment (Conroy et al., 2009). It increases their self-esteem and thereby helps the child achieve academic and career success later in life (Branden, 1969). ...
The use of reinforcement is widely researched and has been demonstrated as an efective
method to increase desired, appropriate behavior and to decrease problematic behavior at
both the individual and group level. This study aimed to identify what types of reinforce-
ment Jordanian preschool teachers employ in the classroom and if they perceive their stu-
dents as benefting from reinforcement. A total of one hundred seventy-eight (178) teach-
ers participated in the study. An open-ended questionnaire was used to collect data from
preschool teachers. The data were then translated from Arabic to English. Four main cat-
egories were identifed from the data analysis process: verbal, tangible, social and activity
reinforcement. Analyses revealed that teachers emphasized verbal reinforcement the most,
favoring general over specifc praise, followed by tangible, social and activity reinforce-
ment as the least. Moreover, teachers reported twenty-three (23) benefts of using rein-
forcement with children at this age, which were grouped into six main themes: behavioral
specifc, internal specifc, social specifc, learning specifc, perceived child preference, and
general. Teachers reported that reinforcement directly and positively afect children. Rec-
ommendations for teachers are also presented.
... Next, praise or positive acknowledgments are also commonly recommended classroom management strategies. Specifically, teachers can model and highlight desired behaviors for students (e.g., kindness and respect) and then acknowledge or praise these behaviors in students; this can also lead to strengthening the teacher/student relationship and increase the likelihood of the desired behavior (Charles & Cole, 2019;Conroy et al., 2009;Greenberg et al., 2014). ...
School counseling classroom lessons provide all K-12 students with Tier 1 preventive supports. Educators use classroom management strategies to best deliver classroom lesson content to K-12 students, although the existing literature for school counselors in particular is sparse (e.g., Goodman-Scott, 2019; Runyan et al., 2019). We describe the creation and validation of the first known assessment on school counseling classroom management: the School Counseling Classroom Management Inventory, resulting in a five-factor model. Our discussion includes strategies for school counselors at the preservice, practicing, district, and counselor education levels to best use this inventory to serve students in K-12 schools.
... A noteworthy amount of studies show that academic achievement and student behaviour are influenced by the quality of the studentinstructor relationship (Jones and Jones 2016;Marzano, Marzano, and Pickering 2003). Instructors can promote positive student-instructor interactions through praise and positive feedback (Conroy et al. 2009). Besides that, helping students experience success, being invitational, using effective communication skills, establishing a safe, nonthreatening environment, being fair and consistent, showing respect and affection, communicating basic attitudes and expectations, forming open conversation with students, analytically building better relationships, and creating occasions for one-on-one interactions will promote good relationships within the classroom (Burden 1999). ...
This paper presents the findings of a systematic literature review (performed from 2010 to 2020) about classroom management (CM) in higher education. The purpose of this article is to present the state of CM in higher education. Search terms identified 129 papers, from which 42 relevant articles met the inclusion criteria of the current review. Data extraction was initially conducted based on title, keywords, and abstract; it continued with a full-text analysis for the final set of 42 included studies. Based on the reviewed articles factors affecting CM are classified according to students, instructors, and the system. The results show that novice instructors need training about CM and instructors should integrate active learning strategies for better CM. The results also point to a need for researches in online CM. Finally, the findings provide suggestions for future research on CM in higher education.
... When giving feedback, if the fidelity checklist shows low rates of implementation, a retraining or booster session may be required to review and practice tutoring procedures that were found to be missing or implemented inconsistently. When retraining or providing constructive feedback, it is important to remember to provide positive reinforcement statements before and after negative feedback, similar to training and supervision stages (Conroy et al., 2009). Exemplary tutors can be utilized as CAT-EBD models in providing training or retraining (e.g., modeling, role-playing), guidance and feedback, and problem-solving support to new or future tutors. ...
Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-lead). Special educators consistently report a need for effective interventions and instructional arrangements that promote social-behavioral skills of students with EBD in natural learning environments (i.e., with peers). When students with EBD are provided the opportunity to serve in the role of tutor (i.e., on the instructional delivery end of the model), increases in academic and behavioral skills have been found for both tutors and tutees. This article provides an overview of effective procedures and considerations for training, supervising, and supporting students with EBD as cross-age tutors.
... 이러한 본 연구의 결과는 유치원 교사의 수업에서 교사들 이 유아의 사고를 촉진하는 피드백을 매우 드물게 사용하였다고 밝힌 선행연구들과 맥 을 같이 한다(김민진, 유소라, 2019; 방은정, 2015).최근 연구를 보면, 구체적인 피드백이 유아의 학습에 미치는 영향력에 관한 관심이 증가되고 있는 것으로 보인다(Conroy, Sutherland, Snyder, Al-Hendawi, & Vo, 2009; Hu, Li, Zhang, Roberts, & Vitello, 2021). 학자들은 교사가 유아에게 피상적인 피드백만을 제공할 때, 유아에게 잘하고자 하는 강한 내적 동기나 지속적인 탐구를 유도하기 어렵다 는 점을 지적하고 있다. ...
This study examines the frequency and quality of instructional support in early childhood
classrooms with the Teaching through Interaction framework. We collected 27 classroom
videos recorded by nine preschool teachers of children aged from 4 to 5 during the
group-work time after reading math picture books. The data was coded based on the
Classroom Assessment Scoring System using mixed methods research. The results are as
follows. First, in the case of the teacher-child interaction for concept development, the
interaction of high quality was less. Specifically, teachers tended to set low-level learning
goals and ask for simple counting almost without meaningful real-world application that
promotes children’s concept development. Second, the quality of feedback was rarely
observed in the early childhood classrooms. Teachers tended to focus on children’s correct answers rather than their thinking processes. Furthermore, teachers did not provide information to expand children’s thinking. Third, while teachers tended to repeat children’s words, they used less language modeling to extend children’s verbal comments. Finally, We discussed the urgent need to develop teachers’ professional development programs to enhance teachers’ instructional support quality in early childhood classrooms.
... Teachers at school should also think about the manner they provide feedback to children. It is already known that positive feedback contributes to a good atmosphere in class that facilitates children's learning process [45], but inevitably teachers sometimes also have to give negative feedback. They need to be aware that feedback in a too negative way can have a significant impact on children's emotional development. ...
This experimental study examined the role of negative feedback and social rank in the experience of self-conscious emotions, shame and guilt, in typically developing children aged 8 to 13 years. Participants were tested by means of a vignette paradigm in which feedback and social rank were systematically manipulated and levels of shame and guilt were assessed after listening to each of the vignettes. In addition, children completed a set of questionnaires for measuring individual differences in shame and guilt proneness, social comparison, submissive behavior, and external shame. The results showed that children presented with negative feedback reported higher ratings of shame and guilt than when presented with positive feedback, implying that the provision of negative feedback has a significant impact on children's experience of self-conscious emotions. Social rank had less effect on children's report of these self-conscious emotions. Furthermore, the individual difference variables of guilt proneness, and to a lesser extent shame proneness and submissive behavior, appeared to be positively related to self-conscious emotions as reported during the vignette task.
... First, the training discussed maximizing positive statements. Based on decades of behavior analytic research, Adam was encouraged to provide positive praise statements: (a) within three to five seconds; (b) with a sincere and authentic tone of voice and body language; (c) and including explicit mention of appropriate or desired behavior (Conroy et al., 2009). The training also encouraged Adam to vary the targets (e.g., to individual students, small groups, or the class as a whole), mode (i.e., private versus public, including gesture or signal, etc.), and word choice of his positives. ...
Positive, proactive classroom management strategies support academic and behavioral student outcomes while fostering positive teacher-student relationships. However, teachers often cite struggles with classroom management and challenging student behavior as key reasons they ultimately leave the field. Additionally, pre-service teachers often fail to receive substantive training in effective classroom management. Experiments within the present study sought to better understand the foundational role of teachers’ positive and negative verbal interactions with students. Experiment 1 utilized descriptive and inferential statistics to better understand the current rate of teachers’ positive and negative verbal interactions regarding student behavior, as well as the influence of specific teacher behaviors on classroom disruptive behavior. Experiment 2 evaluated the effectiveness of a low-intensity treatment package (training, performance feedback, and reflective goal-setting) to adjust teachers’ verbal interactions with students. Results from Experiment 1 show teachers used nearly five times as many negative interactions as positive, with significant differences across teachers and specific behaviors. Teachers’ negative statements were also two times longer than their positives, on average. Teachers appeared to rely on unique negative ‘crutches’ – individual collections of specific negative behaviors. Both criticisms and attention to junk statements significantly influenced the rate of classroom disruptive behaviors. Experiment 2 findings indicate the treatment package helped one participant make significant changes over baseline (increased positive interactions and reduced negative interactions). Results from this study support the need for additional large-scale descriptive studies of teacher interactions and coercives, as well as an exploration of the wide variability of teachers’ positive and negative interaction rates across available research.
... Positive reinforcement is a reward instantaneously given after a desired behavior in order to make that behavior more likely to happen again in the future. A study conducted [8] revealed that teachers can improve their overall classroom atmosphere, aside from increasing constructive interactions with students by effectively employing positive reinforcement, including praise. ...
Aims: To determine the teachers' positive reinforcement practices and its impact on the self-efficacy of Grade Six students in the selected elementary schools in Kiblawan Disctrict, Division of Davao del Sur. Study Design: Descriptive-correlational research design. Place and Duration of Study: Kiblawan South District, Division of Davao del Sur, School Year 2019-2020. Methodology: The respondents of the study were the 188 Grade Six students at the 14 elementary schools of Kiblawan South District, Kiblawan, Davao del Sur. Moreover, random sampling technique was used wherein the 188 students were randomly selected out of 355 students through drawing of lots. Data were collected using self-made survey questionnaires which were validated by the experts. Data gathered were treated using the Pearson Product Moment Correlation Coefficient and were carried out at a 95% confidence interval and a 0.05 level of significance. Results: Results of the study showed a high extent of positive reinforcement practices of teachers. A high level of self-efficacy of Grade six students was also noted. Statistical analysis further 8 revealed a high and positive significant relationship between teachers' positive reinforcement practices and students self-resiliency. Thus, teachers' reinforcing initiatives were instrumental in increasing the ability of the students to adjust and cope up with the stressors more efficiently and effectively.
... Initially, she believed that using BSP would be effortful and may hinder her ability to manage disruptive behaviors in the classroom. However, learning to use tactics, such as "catching the students being good" (Conroy et al., 2009) and pivot praise, helped her switch from corrective and negative interactions with students to being more positive. In addition, Teacher 1 reported that the equity-focused performance feedback helped her become more aware of how important it was to reach all students in a positive way. ...
This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.
... In the case of freshmen students, there were no significant differences with their levels of motivation. This conclusion coincides with the conclusion arrived by Conroy et al. (2009), who found that process praise is more advantageous in increasing student performance than person praise. On the other hand, Skipper and Douglas (2012) seem to believe that process praise may not be inherently positive and person praise was shown to be particularly detrimental. ...
Praising is considered to have a positive effect on learners’ motivations. Yet, what to praise and how to praise is an issue of controversy. The present study looks at the effect of praising ESL learners’ writing efforts in English as opposed to evaluating their writing abilities in order to test Dweck (2007) theory of praising intelligence or effort. The investigation is based on a set of language parameters used in conventional evaluation of ESL writing pieces.Forty adult English L2 learners at the women’s College of Basic Education, English Department, who were enrolled in writing classes comprised the study’s experimental and control groups. The study’s findings indicate that praising the effort increases the learners’ motivation and creates a relaxed teaching and learning environment.The present study highlights the importance of incorporating the praise of a student’s effort within the grading. Since grading plays a motivating factor on how well the learners’ work progresses, it follows that it should strategically place importance on the teacher’s feedback as well as clear instructions for improvement.
This study aims to reveal pre-school teachers' experiences with children at risk of emotional and behavioural disorders (EBD) and how they make sense of the phenomenon of EBD risk based on these experiences. In the study, phenomenological design, one of the qualitative research methods, was used. Fifteen pre-school teachers participated in the study. Teachers generally explained the phenomenon of EBD risk with externalised behaviours and had difficulty distinguishing this phenomenon from temporary problem behaviours. Teachers emphasised that various factors related to the family triggered the risk of EBD, that these children needed individual support, and that the cooperation between teachers and family was essential.
Learning is a process in which students experience change. During the learning process, teachers need to empower students to lead them to be independent in learning. Therefore, the present study focused on learner empowerment and academic motivation from the students' perspectives and the probable relationship. The participants were high school students who took English as a compulsory subject and were selected randomly. The researchers conducted mix method in this study. Two kinds of instruments were used as the quantitative data, namely the Academic Motivation Scale and the Learner Empowerment Scale. Meanwhile, open-ended questions were used as the instrument for the qualitative one. The result revealed that students' academic motivation and learner empowerment levels were at the moderate level. Moreover, the findings implied a statistically significant relationship between academic motivation and learner empowerment. Thus, higher motivation and empowerment in learning English are associated with each other. This expected study could explain the relationship between two crucial things in the classroom: motivation and empowerment.
This study used data from 435 teacher‐child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the interaction of child challenging behavior and gender and teachers' delivery of BSP. An examination of the simple slopes revealed a disordinal interaction where the relation between challenging behavior and teachers' delivery of BSP differed as a function of child gender. These findings point to an increased need for training to support teachers' use of BSP and understanding of the influence of child gender and behavior on the use of BSP.
Learning is a process in which students experience change. During the learning process, teachers need to empower students to lead them to be independent in learning. Therefore, the present study focused on learner empowerment and academic motivation from the students' perspectives and the probable relationship. The participants were high school students who took English as a compulsory subject and were selected randomly. The researchers conducted mix method in this study. Two kinds of instruments were used as the quantitative data, namely the Academic Motivation Scale and the Learner Empowerment Scale. Meanwhile, open-ended questions were used as the instrument for the qualitative one. The result revealed that students' academic motivation and learner empowerment levels were at the moderate level. Moreover, the findings implied a statistically significant relationship between academic motivation and learner empowerment. Thus, higher motivation and empowerment in learning English are associated with each other. This expected study could explain the relationship between two crucial things in the classroom: motivation and empowerment.
Background: Context plays a significant role in effective communication. Among various aspects of context, culture is particularly important since it necessitates that language be used effectively so that a specific purpose can be achieved successfully. One key element of such communication is the effective use of speech acts including compliment and compliment responses (CR). Aim: This research aimed to identify the CR strategies produced by Emirati users of English in a university setting, as a response to a compliment received from an international professor on their academic performance and the psychological effect such a compliment is likely to have on them. It also investigated the influence of gender on CR strategies. Methodology: The data were collected using a discourse completion task. Fifty-eight students (33 male and 25 female) participated in the study. The CR strategies were analyzed using Holmes' (1988) classification scheme. Results: The results showed that a compliment from a professor, irrespective of his/her gender, would make the students happy, with positive effects on their motivation, self-confidence, and feeling of closeness to the professor. The students also thought a CR was necessary for politeness purposes. The most commonly used CR strategy was that of acceptance. The male and the female students produced similar CR strategies in responding to the professor, irrespective of his/her gender. Yet they were more likely to use micro-level strategies (e.g., appreciation token, comment, and promise) with the male professor. The students also used downgrading and disagreeing but only while responding to the male professor. In their conversation with the female professor, they used the strategies of shifting credit and requesting reassurance. Significance: These results provide evidence for the face-enhancing nature of CR strategies as utilized by Emirati users of English with international faculty in a university setting.
The main objective of this study is to determine students' perceptions of the communicative approach. The research questionnaire on student perceptions of the communicative approach was distributed to 65 students of class XI SMA Unklab Airmadidi. The data were then analyzed using percentage and quantitative descriptive methods. The results showed that students' perceptions of the communicative approach were high, the class atmosphere was friendly and students had good relationships with their teachers. This study presents recommendations according to research findings for teachers and students. First of all, the teacher must be proficient in teaching-learning theory, increase his personal knowledge, and master the ways and means of teaching. Teachers need to know student skills to encourage student interest in learning. The recommendations of this research can help students to identify their interests in order to improve their speaking skills. Then, the researcher suggests for future researchers to find out more about how speaking skills can be developed using a communicative approach.
There has been much attention to students’ sense of school belonging and their wellbeing at school, in academic research as well as in school and policy discussions. This chapter focuses on both students’ sense of belonging and contexts for belonging and wellbeing in two primary school classrooms. Drawing on survey responses from students, this chapter first explores students’ enjoyment of school and relationships with classmates and teachers (belonging), as well as students’ perceptions of themselves and their grades (student identity). The chapter then focuses on classroom contexts, drawing on classroom ethnographies in order to extend the existing research focusing on students’ self-reported sense of belonging to consider how spaces of belonging and wellbeing might be created, and what this may look like in practice. Three prominent aspects from our ethnographies are explored: student–teacher relationships, wellbeing as learning content, and cultural belonging. This chapter considers both the potential and challenges for belonging and wellbeing in classrooms, exploring everyday stories and practices.KeywordsSchool belongingStudent wellbeingStudent–teacher relationshipsSchool enjoymentCultural belongingWellbeing curriculum
This research was aimed to find out the effects of positive reinforcement on students’ writing achievement and the students’ perception about the implementation of positive reinforcement. This research design used a quasi-experimental design. A quasi-experimental design is the design of experiment that use two classes that were investigated. The concept of quasi-experimental design there were two groups, experiment class and control class. The total of sample were 48 students consisted of 24 students for experiment class and 24 students for control class and this research applied cluster random sampling. The instruments used were tests and questionnaires. The results of the research showed: (1) there was a significant effect of positive reinforcement on students’ writing achievement. (2) the students have positive perception about the implementation of positive reinforcement in teaching writing.
The text is an article of reflection on the value of praise in language education. Praise has been a controversial issue across the whole post-war history of language teaching, psychology and the educational sciences. The following questions arise: Does praise contribute to the learning outcomes? Can approval be counterproductive? Can praise be unnecessarily frequent? What is its optimal format? What is its relation to feedback? The text will attempt to offer possible answers to these questions in order to formulate recommendations for pre- and in-service teacher education.
Bu çalışmanın amacı öğretmenlerin sınıf içi gündelik deneyimlerini irdelemek ve söz konusu deneyimleri nasıl anlamlandırdıklarını ortaya çıkarmaktır. Bu amaç doğrultusunda öğrencilerle olan iletişim ve etkileşim, sınıf yönetimi süreçleri ve öğrenme ortamına ilişkin öğretmenlerin sınıf içi gündelik deneyimleri irdelenmiştir. Araştırmada nitel araştırma desenlerinden fenomonoloji deseni; verilerin toplanıp işlenmesi için yarı yapılandırılmış görüşme formu ve içerik analizi teknikleri kullanılmıştır. Çalışma grubu kamu okullarında görev yapan 5 öğretmenden oluşmaktadır. Çalışma grubunun belirlenmesi için amaçlı örnekleme yöntemi kullanılmıştır. Toplanan veriler içerik analizi ile analiz edilmiş; öğretmenlerin sınıf içi gündelik deneyimlerine ilişkin düşünceleri tespit edilmiştir. Yapılan analizler sonucunda öğretmenlerin sınıf içi gündelik deneyimlerinde, olumlu sınıf ikliminin oluşmasında öğrencilerle olan iletişim ve etkileşime önemli ölçüde vurgu yapmışlar ve sınıf içi otorite kurmanın sınıf yönetimiyle yakından ilgili olduğunu belirtmişlerdir. Bunun yanı sıra katılımcılar, öğretmen öğrenci arasındaki mesafenin ilişkileri şekillendirici bir özelliğe sahip olduğunu ve istenmeyen öğrenci davranışlarına yönelik öğretmen müdahalesinin sınırlı düzeyde olduğunu vurgulamışlardır. Buna ek olarak, öğrenciyle kurulan sağlıklı iletişimin öğrencinin kendini ifade edebilme becerisini geliştirdiği, öğretmenlerle öğrenciler arasında oluşturulan mesafenin karşılıklı saygıyı oluşturduğu ve olumlu sınıf ikliminin ortaya çıkmasına katkı sağladığı söylenebilir.
Late submission, sloppy works, and plagiarized papers are the common hurdles encountered by most English writing teachers. However, there seem to be limited studies addressing these three problems. Therefore, this study utilizes the positive reinforcements by Sharot’s (2011) Optimism Bias (OB), and negative reinforcement through Enactive Learning (EL) (Bandura, 1986, as cited in Feist et al., 2018). Following that, the researchers explore the effects of these reinforcements to the 213 Filipino college
students’ academic writing proficiency, their perceptions on these approaches, and the best approach
to use in teaching academic writing. This study used analysis of variance (ANOVA) in testing the significant difference among the reinforcements applied such as OB, EL, and combined OB/EL on students’ academic writing proficiency. Specifically, the Tukey Post-Hoc Test presents that there is significant difference between EL and combined OB/EL, OB and EL, but not between OB and combined OB/EL. Moreover, the descriptive statistics reveal that the different reinforcements are manifested and motivating based on students’ perceptions. The results show that the combined OB and EL reinforcements best helped students’ performance and behavior in their academic writing class. Thereby, this paper introduces the potential impact of the Diametric Motivational Approach to college
students’ academic writing proficiency.
Classroom teachers receive myriad advice about how best to manage students’ attention, interest, and behavior. Praise is often highlighted as a specific tool that teachers should use to reinforce both behavior and learning. Since praise statements are positive evaluations of students’ performance or behavior, they are thought to be an encouraging, motivating, and affirming tool for reinforcement. So strong is this belief in praise that many interventions have been created to increase the rate of praise teachers offer in both general and special education classrooms. These interventions, when evaluated narrowly, appear to be successful because increased rates of teacher praise result in increased student compliance. However, when evaluated more broadly, research shows that praise statements have long-lasting, often negative impacts on students that may inadvertently negatively impact academic achievement. Therefore, despite the seemingly positive benefits of praise, its role in learning and development remains unsettled.
Language learning has become one of the needs of humans to maintain communication in the globalized world. However, it is not an isolated process and confined to linguistic skills. It gets affected by a lot of affective factors and learners’ beliefs. One of these elements is undoubtedly academic motivation, which makes language learning a more complete process, and it brings the sense of empowerment together. Therefore, the present study focuses on the academic motivation and learner empowerment from the students’ perspectives and on the probable relationship between them. 150 vocational high school students who took English as a compulsory course constituted the participants of the study. The study used mixed methods research design. The quantitative data were gathered through Academic Motivation Scale and Learner Empowerment Scale. The qualitative data were obtained via open-ended questions. Both quantitative and qualitative data analysis methods were utilized. Quantitative data were analyzed through Statistical Package for Social Sciences (SPSS). The qualitative data were subjected to the content analysis. As a result of the study, students appeared to have moderate level of academic motivation. Similarly, perceived learner empowerment was found to be at moderate level. The correlation between academic motivation and learner empowerment was positive. What is more, the findings indicated a statistically significant relationship between academic motivation and learner empowerment. Higher motivation could feed the sense of empowerment in learning English. The study aimed to provide insights and implications for instructors to build a supportive learning environment based on students’ perceived academic motivation and learner empowerment levels.
Four middle school students with learning disabilities were taught to recruit teacher attention while they worked on assignments in two inclusive general education classrooms. The students were taught to show their work to the teacher two to three times per session and make statements such as: "How am I doing?" Training was conducted in the special education classroom and consisted of modeling, role-playing, corrective feedback, and praise. A multiple baseline across students design showed that recruitment training increased (a) the rate of recruiting by the students, (b) the rate of teacher praise received by the students, (c) the rate of instructional feedback received by the students, and (d) the accuracy with which students completed their workbook assignments.
The effects of praise on student on-task behaviour, academic self-concept and numeracy enjoyment were investigated. Four year four classes and their teachers participated. Two teachers were instructed to use specific praise and two to use positive praise. Classes were independently observed on four occasions, twice before and twice after the praise intervention. Student on-task behaviour, numeracy enjoyment and academic self-concept were measured and teachers' use of praise was observed. Specific praise promoted more on-task behaviour than positive praise and significantly increased academic self-concept. Ratings of numeracy enjoyment were not significantly affected. Implications of this research for teaching practice are discussed.
We compared immediate and delayed error correction during sight-word instruction with 5 students with developmental disabilities. Whole-word error correction immediately followed each error for words in the immediate condition. In the delayed condition, whole-word error correction was provided at the end of each session's three practice rounds. Immediate error correction was superior on each of the four dependent variables.
The authors argue against a purely behavioral definition of praise as verbal reinforcement in favor of the view that praise may serve to undermine, enhance, or have no effect on children's intrinsic motivation, depending on a set of conceptual variables. Provided that praise is perceived as sincere, it is particularly beneficial to motivation when it encourages performance attributions to controllable causes, promotes autonomy, enhances competence without an overreliance on social comparisons, and conveys attainable standards and expectations. The motivational consequences of praise also can be moderated by characteristics of the recipient, such as age, gender, and culture. Methodological considerations, such as including appropriate control groups and measuring postfailure outcomes, are stressed, and directions for future research are highlighted.
An adjusting fixed-ratio schedule of praise and immediate correctness feedback produced increases in a seventh-grade student's arithemic response rate. Percentage of time spent in attending behavior also increased collaterally. Removal of the treatment led to decreases in both arithmetic response rate and collateral attending behavior. Reinstatements of the procedure again produced increases in both types of behavior. It was suggested that the present procedure of directly modifying arithmetic response rate requires less time and effort than working indirectly through modifying attending behavior.
A decade has now passed since former President Gerald Ford signed into law PL 94–142, the 1975 Education for All Handicapped Children Act, which recognized handicapped children as an integral part of all education. Today, 10% of the entire school population receives special education services, and over 125,000 person nel have entered the field of special education. Commensurate with these changes, funding for special education has tripled overall, while federal support has increased by a factor of 100 (Council for Exceptional Children, 1985).
The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to use positive verbal attention for appropriate behavior (an indicator of positive reciprocal interactions). From this perspective, the authors speculate that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems (e.g., token economies) may more likely be used as setting events to enhance the effects of teacher coercion rather than potential setting events to enhance positive reciprocal interactions. Recommendations are made for research concerning this hypothesis and for teachers' use of these strategies as setting events for positive reciprocal interactions.
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
Demonstrates how an instructional strategy, precorrection, can be applied to changing chronic behavior problems
This study examined the effect of a self-evaluation intervention using audiotaped samples of teachers' instructional behavior on the rates of praise in classrooms for students with emotional and behavioral disorders (EBD). It also examined the effect of the intervention on other teaching behaviors and determined whether implementation of the intervention is feasible for teachers of students with EBD. Results suggested that the intervention had positive short-term effects on teacher praise and correct academic responses by students. Post hoe analyses suggested that the mean ratio of praise to reprimands changed across phases for teachers in both the self-evaluation and no treatment groups. Implications for future research and study limitations are discussed.
Classroom-process data indicate that teachers’ verbal praise cannot be equated with reinforcement. Typically, such praise is used infrequently, without contingency, specificity, or credibility. Often it is not even intended as reinforcement, and even when it is, it frequently has some other function. The meanings and functions of behaviors typically included under the category of teacher praise are determined by the degree of congruence between verbal and nonverbal components and by the context in which the interaction occurs. Much teacher praise is determined more by teachers’ perceptions of student needs than by the quality of student conduct or performance. Considerations of classroom feasibility and probable student response to teachers’ attempts at social reinforcement suggest that teacher praise should remain infrequent, but that it could be made much more effective. Attribution theory is an important supplement to social learning/reinforcement theory for suggesting guidelines for praising effectively.
Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In an early review of feedback effects in written instruction, Kulhavy (1977) proposed that feedback’s chief instructional significance is to correct errors. This error-correcting action was thought to be a function of presentation timing, response certainty, and whether students could merely copy answers from feedback without having to generate their own. The present meta-analysis reviewed 58 effect sizes from 40 reports. Feedback effects were found to vary with control for presearch availability, type of feedback, use of pretests, and type of instruction and could be quite large under optimal conditions. Mediated intentional feedback for retrieval and application of specific knowledge appears to stimulate the correction of erroneous responses in situations where its mindful (Salomon & Globerson, 1987) reception is encouraged.
The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and (b) the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD. Participants were a special education teacher and nine fifth-grade students in a self-contained classroom for students with EBD. Using an ABAB withdrawal design, the rate of the teacher's behavior-specific praise was increased to a criterion level during each intervention phase. Results indicate that the students' on-task behavior increased when the teacher's behavior-specific praise increased, and they decreased during the brief withdrawal phase. Implications for research and practice are discussed.
A review and analysis of the research literature on teachers' classroom use of approval/praise and disapproval/reprimand is provided in an attempt to determine the extent to which teachers typically employ praise in their classroom teaching. There is a considerable degree of agreement across the studies reviewed, carried out in the United States, Canada, the United Kingdom, Australia, New Zealand, Hong Kong and St Helena, regarding the ways in which teachers typically deploy approval and disapproval, with some interesting variations. There is little evidence to suggest that teachers, universally, systematically deploy contingent praise as positive reinforcement in spite of the considerable literature testifying to its effectiveness. In particular, praise for appropriate classroom social behaviour is only rarely observed.
The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. The participant was a first-year teacher of high school students with emotional and behavioral disturbances. The authors completed this study in an ABA maintenance design. They gathered data by direct-observation frequency count sampling in 10-minute continuous intervals. Results indicate self-monitoring to have an effect size of 0.8365 as derived from a simple mean test on the rates of nonbehavior specific praise statements, an effect size of 0.9023 on the frequency of behavior-specific praise statements and an overall effect of 0.9230. In all, this study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.
The purpose of this study was to identify effective human teaching behaviors and ways of implementing them in an intelligent tutoring system (ITS). This information was then used to develop a set of production rules to demonstrate how this instructional approach could be implemented in a computer- based format. This study found that much of the existing educational research literature is applicable to intelligent tutoring system development. However, translating effective teaching research into specific rules that can be executed by a computer was not easy.
Designed to be used by practicing teachers, students who are learning to become teachers, and faculty members who instruct such students, this manual describes an instructional manipulation for teaching children with mild disabilities that increases opportunities for learning through the addition of extra information. The technique described uses teacher feedback to students' responses to supply students with additional information. The manual includes: (a) background and description of instructive feedback; (b) description of the nine steps involved in planning and using instructive feedback; (c) two case studies describing the use of instructive feedback in a sixth grade class and in a preschool class; (d) summary statements of the research on which the manual is based; and (e) a self-test to allow readers to determine whether they have acquired the content in the manual. An appendix includes a list of the studies that used instructive feedback. Charts listing the decisions to be made prior to implementing the technique, describing direct teaching strategies, and listing target behavior and related extra information are also included. (Contains 35 references.) (CR)
This paper suggests that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems may more likely be used as setting events to enhance the effects of teacher coercion rather than as potential setting events to enhance positive reciprocal interactions. (Author/JDD)
Suggests ways in which kindergarten or early primary teachers can make their statements of praise more effective and more consistent with the early childhood education goals of developing the child's self-concept, autonomy, self-reliance, and motivation for learning. Also discussed are reasons why many common expressions of praise are not consistent with intended early childhood environments characterized by cooperation, encouragement, and positive relationships. In contrasting encouragement with praise, encouragement is depicted as specific, teacher initiated, focusing on process rather than evaluation, assisting children with the development of appreciation of their own behaviors and achievements, and avoiding comparisons or competition. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Used direct observation and sequential analytic techniques to identify naturally occurring rates of aggressive behavior (AB) for 28 elementary school-aged children (aged 6–12 yrs) identified with emotional and behavioral disorders. Naturally occurring antecedents and consequences of Ss' AB were classified as directed toward teachers, peers, or property. Prevalent and predictive sequences of behaviors resulting in ABs were examined. Low rates of positive social interactions with teachers characterized the daily classroom ecology of Ss displaying AB. Ss with high rates of ABs also engaged in more negative verbal behavior and physical aggression toward peers than did Ss with low rates of ABs. Antecedents to teacher-directed ABs included teacher social or instructional commands, while peer-directed ABs were usually precipitated by interactions with other peers or peer aggression. Prevalent ABs were not necessarily predictive of problematic ABs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated the effects of 2 teaching strategies for developing proficiency in oral reading. The use of teacher praise contingent on pupil correct responses was compared with teacher modeling of words misread. Results clearly indicate that, for 2 10- and 11-yr-old learning/behavior disordered Ss approaching a proficiency level in oral reading, manipulation of reinforcement schedules was the more effective approach. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the reciprocal relationship between student and teacher behavior in children identified as "at risk" for the development of antisocial behavior. 206 2nd–5th graders, rated above the median on risk for aggression by peers and their 24–68 yr old teachers (teacher report form for Child Behavior Checklist), were observed in the classroom setting. This group was divided into a mid-risk group and a high-risk group. Student and teacher behaviors were examined as a function of student's level of risk for aggression. Student–teacher interactions differed significantly on the basis of risk for aggression. Both the base rates for specific student and teacher behaviors, as well as their contingencies in the classroom differ significantly for students in the different groups. Results are discussed in light of their implications for developing school-based programs designed to prevent the development of serious antisocial behavior in children. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In two studies, we investigated how beliefs in the effort–ability relationship moderated the effects of effort praise on student motivation. Study 1 showed that the more the participants believed that effort and ability were related positively (the positive rule) versus related negatively (the inverse rule), the more they would have positive self-evaluation and intrinsic motivation after effort praise. Study 2, with participants’ beliefs manipulated by a priming procedure, showed that the participants in the positive rule condition had better self-evaluation and more intrinsic motivation after effort praise than their counterparts did in the inverse rule condition. The results of the two studies converged to indicate that the motivational effects of effort praise depend on beliefs in the effort–ability relationship.
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