Assessing adolescent praise and reward preferences for academic behavior.

Abstract

The purpose of this study was to identify adolescent students' preferences for praise and rewards for academic behavior through a survey adapted from existing praise preference surveys. The survey was administered to 764 adolescent students in Grades 5 through 12 in 1 northeastern school district. Students completing the survey ranked items numerically indicating their preferences for praise and reward for their schoolwork. Data across schools (middle, junior high, and high school) were analyzed to determine student perceptions of the frequency of receiving praise and rewards, preferences for types of praise from teachers and peers, preferences for social and tangible rewards, and ratings of whose opinions students value regarding their schoolwork. Findings suggest that both praise and rewards for academic behaviors are acceptable for adolescent students. Students indicated that they value teacher opinions about schoolwork more than the opinions of peers, parents, and themselves; however, the value placed on each of these differed by school. Quiet praise from teachers was ranked as most preferred; however, all forms of teachers praise were ranked highly. Gestural encouragement was the most highly preferred response from classmates for academic work. Overall, rewards were preferred slightly more than praise by adolescents in this sample. Significant differences in praise and reward preferences were found across middle, junior high, and high school students. This study serves as an important first step in understanding the acceptability of praise and rewards for adolescents, and has implication for research and practices related to secondary schools.

Using Teacher Praise With Middle and High School Students

“…Some research shows that middle and high school students slightly prefer tangible and special privileges as reinforcers over teacher praise as well as quiet or private praise over group praise (Fefer et al, 2016). Fefer et al 2016also noted that the older students responded to feedback and praise that was related to effort, process, and product that was academically specific or social-specific.…”

The effects of behavior‐specific praise and public posting in secondary classrooms

“…Students in the current study increased their AEB, and anecdotal observations revealed that they frequently solicited teacher attention across conditions, making comments such as “I'm doing my work; write my name on the board.” that was ultimately recorded as occurrences of inappropriate vocalizations. Studies that have involved asking secondary students about stimulus preferences suggest that secondary students may find praise and public posting acceptable, but that they prefer private acknowledgement relative to public acknowledgement (Elwell & Tiberio, 1994; Fefer et al, 2016). Although secondary students may suggest a relative preference, their behaviors suggest that they respond equally to either topography (Blaze et al, 2014).…”

“…Additionally, it is suggested that BSP may be ineffective in secondary classrooms because older students find the public attention associated with praise embarrassing, or perceive teachers who use BSP too often as disingenuous (Bartholowmew, 1993; Geist & Hohn, 2009; Ward, 1976). Systematic evaluations of stimulus preferences have found that secondary students do find praise and other forms of positive and public acknowledgement (e.g., public posting) in the classroom acceptable, but may prefer that teachers deliver praise privately or discreetly instead of publicly (Elwell & Tiberio, 1994; Fefer, DeMagistris, & Shuttleton, 2016). There is evidence to suggest that both quiet and loud BSP can effectively improve behaviors in secondary classrooms (Blaze et al, 2014), but evidence in support of BSP in secondary classrooms is surprisingly limited.…”

A High School Replication of Targeted Professional Development for Classroom Management

“…Historically, teacher praise of high school students has been described as not only ineffective but potentially even punishing (e.g., Ward, 1976). However, more recent studies have found that high school students value teacher praise and perceive it to be an important element in their academic and social behaviors (Elwell & Tiberio, 1994; Fefer, DeMagistris, & Shuttleton, 2016). Some evidence suggests that adolescents may have a preference for private praise (Elwell & Tiberio, 1994; Fefer et al, 2016) and process, effort, or product-related praise (Burnett & Mandel, 2010; Corpus & Lepper, 2007).…”

“…However, more recent studies have found that high school students value teacher praise and perceive it to be an important element in their academic and social behaviors (Elwell & Tiberio, 1994; Fefer, DeMagistris, & Shuttleton, 2016). Some evidence suggests that adolescents may have a preference for private praise (Elwell & Tiberio, 1994; Fefer et al, 2016) and process, effort, or product-related praise (Burnett & Mandel, 2010; Corpus & Lepper, 2007). However, both private and public praise are linked with improved student behavior (Blaze, Olmi, Mercer, Dufrene, & Tingstom, 2014) and motivation (Deci, Koestner, & Ryan, 2001) in high schools.…”