Numerous studies have investigated the effects of person praise on students’ motivation and performance. However, existing literature rarely addresses two critical gaps that this study sought to resolve. First, few studies have discussed whether the use of person praise prior to task participation can stimulate student engagement. Second, whether the effects of person praise on student motivation and performance differ when students anticipate varying manners of feedback has also not yet been investigated. The results revealed that when ego-involving feedback was employed, person praise improved students’ motivation, which in turn indirectly enhanced their performance.
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- Praise can be used to recognize and acknowledge a student’s actions, efforts, or behavior, and it has the potential to improve student achievement, create a more positive learning environment, and encourage students to take risks and be creative.
- One week later, the second stage was conducted in 10 to 25 people in each group.
- Through these prayers, believers are encouraged to focus on His goodness, His faithfulness, and His unchanging nature.
Remind students that they are writers and help them navigate the process. In a study looking at practices that reduce behavior problems in elementary classrooms, the Institute of Education Sciences identified teacher praise as one of the top five most effective practices. By incorporating these strategies, understanding individual motivations, maintaining consistency, and leveraging technology, you can significantly enhance the effectiveness of your praise.
For example, someone in the unit you lead scored well during marksmanship training. Now you can help him learn what he did right by identifying the process—“You used deliberate breathing to keep yourself calm and steady, you kept level, and squeezed the trigger instead of pulling at it”—so he can repeat the process in the future. This will help him to think more deeply about his strategy and make him more likely to repeat his behavior.
For you, the educator, recognising and verbally rewarding punctuality can foster a culture of respect for time. “A simple ‘well done for being on time’ goes a long way in setting the expectations,” mentions Michelle Connolly, a founder and educational consultant with extensive classroom experience. By highlighting instances of timely attendance, you establish a precedent, encouraging others to follow suit. Individuals who experience positive reinforcement often report enhanced self-esteem, resilience, and motivation. The neurological impacts of praise can also not be understated; receiving affirmation activates the brain’s reward system, releasing dopamine and fostering a sense of happiness and encouragement.
Overpraising for small things can make students doubt they can do big things. As you refine your techniques and adapt your methods, keep in mind that the ultimate goal of praise is not just to acknowledge achievements but to inspire ongoing growth and development. The 36 included studies represented 13 dissertations, four theses, and 19 journal articles, spanning from 1976 to 2024. The journal articles were published in 13 unique journals, with the Journal of Behavioral Education and the Journal of Positive Behavior Interventions containing three articles each. Dissertations and theses represented 10 unique institutions, with University of Southern Mississippi and Louisiana State University each Talkliv accounting for four dissertations/theses. During QI coding, both authors independently made notes of descriptive characteristics of the studies that correspond to the Council for Exceptional Children (2014) QI.
Behavior is communication, and what if this individual needs your praise more than you can imagine? What if this is someone who really needs to feel seen, heard, and genuinely appreciated? Often, the kids (and adults) who challenge us the most are the ones who need us the most.
When students expected to receive task-involving feedback, those receiving person praise attempted to answer fewer questions and thus had poorer performance than those who did not receive praise. In other words, praising the students’ personality traits in this circumstance may have reduced their motivation to participate in the task and thus negatively affected their performance. In contrast, when students expected to receive ego-involving feedback, those receiving person praise attempted to answer more questions, indirectly leading to higher performance.
There is no one way to do this, which is why this is an art informed by science. Remember that these reactions are often rooted in feelings of insecurity or embarrassment and should not be taken personally by the teacher. As a teacher, receiving praise for your work can be incredibly rewarding. It’s an affirmation that you’re doing something right and making a positive impact in the classroom.
The remaining QIs did not require unique clarifications or distinction for this review, including (4.0) description of practice, (5.0) implementation fidelity, (6.0) internal validity, (7.0) outcome measures/dependent variables (DVs), and (8.0) data analysis. Certain quality indicators are only applicable to either single-case (i.e., 6.5, 6.6, 6.7, 8.2) or group (i.e., 6.4, 6.8, 6.9, 7.6, 8.1, 8.3) design methodology and we applied them accordingly. For additional details on QI components, please see Council for Exceptional Children (2014).
