Paradoxe Auswirkungen von Lob und Tadel:

Binser, Martin J.; Försterling, Friedrich

doi:10.1026/0049-8637.36.4.182

Cited by 4 publications

(17 citation statements)

References 4 publications

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“…Nonetheless, the majority of studies in the area of praise and blame referred to the attribution model. It is the one that has been validated more extensively -also in the recent past (e.g., Binser & Försterling, 2004;Möller, 1999). However, while we must note that there has been unsolved controversy about the mechanisms behind the seemingly paradoxical effect of praise and blame two decades ago, the existence of this effect is not questioned.…”

Section: Expectation Discrepancy Modelmentioning

confidence: 96%

“…Paradoxical ability estimations revealed in the context of written vignettes describing classroom scenarios (e.g., Binser & Försterling, 2004) were replicated with videotaped scenes (Barker & Graham, 1987) and were shown in experimental studies with a more realistic setting (Meyer, 1982;Meyer, Mittag, & Engler, 1986). Moreover, a longitudinal study by Tacke and Linder (1981) found that students who were not praised by their teachers, in contrast to students who were praised for the same responses involving memory, improved their self-concept, whereby the improvement was domain-specific.…”

Section: Expectation Discrepancy Modelmentioning

confidence: 99%

“…Across twelve lessons non-praised students improved their selfestimated memory ability, but a generalization to other self-concepts such as creativity was not found. Binser and Försterling (2004) analyzed several studies and reported a mean frequency of 64% of subjects showing seemingly paradoxical ability estimations, while the frequency differed substantially between studies.…”

Section: Expectation Discrepancy Modelmentioning

confidence: 99%

“…Fifthly, the effect is more likely to occur if subjects use an ability-related causal schema for the interpretation of the teacher's behavior. In contrast, the paradoxical effect is less likely to occur when subjects perceive the blame and praise in terms of sympathy (Binser & Försterling, 2004;Meyer et al, 2004). Finally, the age of those individuals who evaluate the teacher-student interaction is a central factor for paradoxical ability estimations.…”

Section: Expectation Discrepancy Modelmentioning

confidence: 99%

“…This effect might seem paradoxical at first sight and hence was labeled as the "paradoxical effect" on ability attribution that was shown by various studies (e.g., Barker & Graham, 1987;Binser & Försterling, 2004;Hofer, 1985;Miller & Hom, 1996;Möller, 1999;Reisenzein, Debler, & Siemer, 1992). However, Möller (1999) pointed out that this effect is not actually paradoxical, rather it only appears paradoxical.…”

Section: Introductionmentioning

confidence: 97%

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The Paradoxical Effect of Praise and Blame: Age-Related Differences

Kaspar¹,

Stelz²

2013

PsycEXTRA Dataset

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Blame and praise sometimes have a seemingly paradoxical effect: blame after failure sometimes leads to the impression that the recipient has a high ability. In contrast, praise after success can lead to an inference of low ability. Several studies showed this effect and its relation to concurrent sympathy ratings as well as to cognitive schemas underlying these estimations. The present study is the first to focus on differences across the adult lifespan regarding peoples' ability and sympathy estimations of praised or blamed individuals. In this context, the causal schemas underlying peoples' judgments were also investigated. The results show that seemingly paradoxical ability estimations were independent of age in contrast to reversed ability estimations (i.e., a praised individual is perceived as more capable than a blamed individual) decreasing with age. Moreover, age affected the estimation of a teacher's sympathy for blamed and praised students in terms of a universal decrease with age. Finally, exclusive ability-related causal schemas were primarily used by older people and facilitated the occurrence of seemingly paradoxical ability estimations. The results provide a first base for future research on this largely neglected topic.

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Section: Expectation Discrepancy Modelmentioning

confidence: 96%

Section: Expectation Discrepancy Modelmentioning

confidence: 99%

Section: Expectation Discrepancy Modelmentioning

confidence: 99%

Section: Expectation Discrepancy Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

See 3 more Smart Citations

The Paradoxical Effect of Praise and Blame: Age-Related Differences

Kaspar¹,

Stelz²

2013

PsycEXTRA Dataset

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Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study

2022

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Teachers often provide more positive feedback to ethnic minority students than to ethnic majority students in order to compensate for potential discrimination. However, even feedback that sounds positive can have unwanted effects on the students, such as reinforcing negative beliefs and reducing motivation. In this experimental pilot study, we investigated whether teachers were more likely to convey such dysfunctional feedback to students from immigrant backgrounds than to students from non-immigrant backgrounds. Teachers (N = 186) read descriptions of classroom situations and indicated the feedback they would provide to the fictive students. The students’ names implied either an immigrant background associated with low competence stereotypes or no immigrant background. For the most part, feedback did not differ according to immigrant status. Yet, there were some situation-specific differences: When immigrant students failed despite effort, teachers used a simpler language in their feedback. In one of two scenarios describing students who succeeded easily without effort, teachers were more likely to provide dysfunctional ability feedback, dysfunctional effort feedback, and inflated praise to a student from an immigrant background than to a student from a non-immigrant background. A subsequent expert survey (N = 12) was conducted to evaluate the scenario-based feedback test. In sum, the study contributes to the field by providing first signs that students from immigrant backgrounds might be at risk of receiving not only more positive but actually more dysfunctional feedback. Furthermore, the study presents a practice-oriented, standardized, and economic instrument to assess teachers’ dysfunctional feedback, which may be used in future research.

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Nice, but not smart? Attributional backlash from displaying prosocial behavior in the classroom

Streck

Kessels

2023

Soc Psychol Educ

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According to attributional theory, when the application of effort leads to success we praise the achievement. Effort and ability, however, are seen as compensatory and thus, paradoxically, being praised can lead to attributions of low ability. Our study investigates whether praise, not for academic performance, but for social classroom behavior, would also incur attributional backlash. We examined whether prosociality relates to attributions of high effort and low ability, mediated by expected teacher praise and happiness. In adolescence, prosocial behavior is displayed more by females and aligns with femininity. We conducted an experimental vignette study with 324 German ninth graders to examine whether prosocial students experience a denigration of achievement via expected teacher reaction. Multilevel modelling showed that compared to nondescript students, prosocial students were judged to receive good grades as a result of effort and less due to ability, but this was not related to expected teacher reactions. Prosocial students were also judged to be more likeable and popular. Examination of gender-related outcomes showed that prosocial students were believed to be more feminine, but also more masculine than the nondescript student. Female prosocial targets were thought to be more typical, but not as occurring more frequently than their male counterparts. The results are discussed in reference to the paradox of praise. The limitations and implications of the research are discussed, particularly regarding female students’ achievements.

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Paradoxe Auswirkungen von Lob und Tadel:

Cited by 4 publications

References 4 publications

The Paradoxical Effect of Praise and Blame: Age-Related Differences

The Paradoxical Effect of Praise and Blame: Age-Related Differences

Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study

Nice, but not smart? Attributional backlash from displaying prosocial behavior in the classroom

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