“Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation

Zentall, Shannon R.; Morris, Bradley J.

doi:10.1016/j.jecp.2010.04.015

Cited by 90 publications

(94 citation statements)

References 16 publications

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“…Research has also shown that ability praise can promote young children’s cheating behaviors (Zhao et al, 2017). In natural settings, adults may use inconsistent praise, and children reduce their persistence when hearing even a small amount of ability praise, whereas children’s self-evaluation is preserved when hearing a small amount of effort praise (Zentall and Morris, 2010). …”

Section: Introductionmentioning

confidence: 99%

“…Much evidence has been shown for the positive effects of effort praise (Mueller and Dweck, 1998; Zentall and Morris, 2010; Gunderson et al, 2013, 2017). However, the benefits of effort praise may be limited if hard work results in setback or if effort is overemphasized, and simple informational feedback with no praise component might be the best response in case of hard work resulting in failure (Henderlong and Lepper, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

et al. 2018

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Previous research has suggested that children praised for ability are more likely to attribute their failure to low ability compared to those who are praised for effort. At the same time, self-worth theory suggests that when an individual’s self-worth is threatened, they are likely to use a self-serving attributional strategy and self-handicapping. From the perspective of self-worth theory, the present study investigated how ability and effort praise influenced children’s failure attribution, self-handicapping, and their subsequent performance compared to simple informational feedback. Fifth graders (N = 103, average age = 11.2 years, SD = 0.71) were randomly assigned to three praise conditions (ability, effort, or no praise). The results revealed that children praised for ability were more likely to attribute their subsequent failure to non-ability factors and indicate more claimed and behavioral self-handicapping than children who were praised for effort or not praised at all. As behavioral self-handicapping created actual obstacles to progress, children praised for ability made significantly less improvement in their performance than those in the other two groups. In addition, the findings showed that children praised for effort also adopted the claimed self-handicapping and defensive attributional strategies compared to those in the no-praise conditions. These results indicate that parents and teachers should not haphazardly administer praise. Implications for parents, teachers, and future research directions, including the replication of this study in diverse cultural settings, conditions of effort praise, and effects of other types of praise, are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

et al. 2018

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“…Kohn (2001) has noted that praise can lead to reduced creativity. Others have argued that praising students for behaviors they can control is less likely to inhibit intrinsic motivation and achievement than praising for uncontrollable factors, such as ability or intelligence (Zentall and Morris 2010). According to Katz (n.d.):…”

Section: Introductionmentioning

confidence: 99%

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Caldarella

Williams

Hansen

et al. 2014

Early Childhood Educ J

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Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching socially appropriate communication skills, (b) using differential reinforcement with an interdependent group contingency, (c) extinguishing or eliminating potential reinforcement for problem behavior, and (d) implementing individual interventions using self-management, help cards, and/or functional assessment. This study implemented CW-FIT with five kindergarten through second grade teachers. Results demonstrated efficacy of the program as early childhood teachers increased their praise rates and decreased their reprimand rates, and students responded with increased on-task behavior and fewer classroom disruptions. Study implications and limitations are addressed.

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“…KIM nurses can help parents understand how they can effectively motivate their children. An experimental study, with primarily European American children sample, found that kindergarteners living in the Midwest were motivated more by non-generic praising ("you're a good drawer") than by generic praising ("I like how you chose the colors in your picture") (Zentall & Morris, 2010). Nurses can teach Korean American parents to praise the child more directly and personally rather than just for their work itself.…”

mentioning

confidence: 99%

Intergenerational Acculturation Conflict and Korean American Parents’ Depression Symptoms

Kim

2011

Issues in Mental Health Nursing

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This study examined the links between intergenerational acculturation conflict and depression symptoms in 176 Korean American parents of children between the ages of 5 and 10. Approximately, 29% of fathers and 28% of mothers reported increased depression symptoms, which were related to parent-child acculturation conflict. Specific situations related to parental depression symptoms included conflicts over the child's social life, comparing the child with others, expressions of love, the importance of saving face, and proper Korean child's behavior. These findings can be used to develop a family intervention program to decrease parental depression symptoms by reducing parent-child acculturation conflict.

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“Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation

Cited by 90 publications

References 16 publications

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Intergenerational Acculturation Conflict and Korean American Parents’ Depression Symptoms

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