Effects of different types of Effects of different types of praise on primary pupilspraise on primary pupils

Key issue addressed by the study

The study explored:The study explored:– The effects of different types of praise on pupils’ The effects of different types of praise on pupils’

motivationmotivation– How these effects are influenced by gender and ageHow these effects are influenced by gender and age

Four kinds of teacher feedbackFour kinds of teacher feedback Product Praise focuses on what pupils Product Praise focuses on what pupils

achieve e.g. “ what a wonderful painting”achieve e.g. “ what a wonderful painting” Process Praise focuses on how pupils Process Praise focuses on how pupils

complete a task e.g. “what a careful job you complete a task e.g. “what a careful job you did”did”

Person Praise focuses on pupils’ skills e.g. Person Praise focuses on pupils’ skills e.g. “you are a good writer”“you are a good writer”

Neutral feedback e.g. a positive sounding Neutral feedback e.g. a positive sounding “OK”“OK”

The effects of praise on pupils aged The effects of praise on pupils aged four and fivefour and five

4-5 year olds showed increased motivation 4-5 year olds showed increased motivation after receiving any of the three types of praise after receiving any of the three types of praise (as opposed to neutral feedback)(as opposed to neutral feedback)

The effects of praise on girls aged 9 to The effects of praise on girls aged 9 to 11 years11 years

Increased motivation after receiving product praiseIncreased motivation after receiving product praise Increased motivation after receiving process pageIncreased motivation after receiving process page DecreasedDecreased motivation after receiving person praise motivation after receiving person praise

The effects of praise on boys aged 9 to The effects of praise on boys aged 9 to 11 years11 years

The researchers found the type of feedback The researchers found the type of feedback received, praise or neutral feedback, did not received, praise or neutral feedback, did not affect boys’ motivationaffect boys’ motivation

Who were the children in the study?Who were the children in the study?

In total 169 pupils from San Francisco schoolsIn total 169 pupils from San Francisco schools 76 nursery pupils aged 4&576 nursery pupils aged 4&5 93 primary pupils aged 9-1193 primary pupils aged 9-11

How was the information gathered?How was the information gathered? The researchers interviewed pupils who had received different kinds of praise and observed their The researchers interviewed pupils who had received different kinds of praise and observed their

behaviour when tackling problems.behaviour when tackling problems. Each pupil tackled two sets of puzzles: one moderately easy, the second extremely difficult or Each pupil tackled two sets of puzzles: one moderately easy, the second extremely difficult or

impossible to solve impossible to solve After each puzzle pupils received one of 3 types of positive praise, neutral feedback or no After each puzzle pupils received one of 3 types of positive praise, neutral feedback or no

feedback at allfeedback at all Through interviews and observation researchers assessed pupils’ problem-solving motivationThrough interviews and observation researchers assessed pupils’ problem-solving motivation

How can teachers use this evidence?How can teachers use this evidence?

The researchers discovered four categories of praise in the studyThe researchers discovered four categories of praise in the study What kind of feedback do you give to and to which pupils?What kind of feedback do you give to and to which pupils? You might record a section of your lesson to find out, and use the You might record a section of your lesson to find out, and use the

study findings to assess how appropriate it is for the gender and age study findings to assess how appropriate it is for the gender and age group of your pupils.group of your pupils.

How can school leaders use this How can school leaders use this evidence?evidence? The researchers explored a particular approach to teaching by setting The researchers explored a particular approach to teaching by setting

up puzzle tasks to create contrasting learning scenarios for children up puzzle tasks to create contrasting learning scenarios for children WhenWhen you are exploring solutions to a particular issue in your school you are exploring solutions to a particular issue in your school

you might consider creating a similar test bed to compare different you might consider creating a similar test bed to compare different approachesapproaches

Follow-up readingFollow-up reading Study reference: Corpus, J. H., Lepper, M. R. (2007) Study reference: Corpus, J. H., Lepper, M. R. (2007)

The Effects of Person Versus Performance Praise on The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating Children’s Motivation: Gender and age as moderating factorsfactors in in Educational psychology, Educational psychology, Vol. 27, No. 4, Vol. 27, No. 4, August 2007, pp. 487-508August 2007, pp. 487-508

You might like to read a longer summary pupil motivation You might like to read a longer summary pupil motivation on the GTC website: on the GTC website: http://www.gtce.org.uk/research/romtopics/rom_teachingandlearning/persistence_oct07/

FeedbackFeedback

Did you find this useful?Did you find this useful? What did you like?What did you like? What didn’t you like?What didn’t you like?

Any feedback on this Research BiteAny feedback on this Research Bite

would be much appreciated. Please emailwould be much appreciated. Please email

your feedback to:your feedback to:

research.summaries@dcsf.gsi.gov.uk