Considerable research has shown that receiving effort-focused praise affects motivation positively, while ability-focused praise affects motivation negatively. However, these studies have investigated only the effects on the one receiving praise (the praisee). Therefore, we examined the effects of praise on the one offering praise (the praiser), focusing on the student-to-student context. With consideration to previous studies addressing effects of communication on the communicator, we predicted that praise would have the same effects on the praiser as on the praisee. Study 1, a correlational study in a realistic hypothetical scenario situation, revealed that frequency of offering ability-focused praise was negatively related to endorsement of the growth mindset. Study 2, a scenario-based experiment, revealed that participants who had offered ability-focused praise reported less task enjoyment than participants who had offered objective feedback, although there was no significant difference in growth mindset. Study 3, an interpersonal experiment in a laboratory, replicated the negative relational pattern between ability-focused praise and the praiser's task enjoyment while also revealing the same pattern in the praiser's positive outcome emotions: pride and hope. These findings on the negative effect of ability-focused praise on the praiser have critical implications for education, wherein praise is often used.

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