{"id":155,"date":"2020-04-05T15:02:20","date_gmt":"2020-04-05T14:02:20","guid":{"rendered":"https:\/\/research.kent.ac.uk\/upgrade-rocs\/?p=155"},"modified":"2020-04-05T15:02:20","modified_gmt":"2020-04-05T14:02:20","slug":"is-no-praise-good-praise-effects-of-positive-feedback-on-childrens-and-university-students-responses-to-subsequent-failures","status":"publish","type":"post","link":"https:\/\/research.kent.ac.uk\/rocs\/is-no-praise-good-praise-effects-of-positive-feedback-on-childrens-and-university-students-responses-to-subsequent-failures\/","title":{"rendered":"Is no praise good praise? Effects of positive feedback on children\u2019s and university students\u2019 responses to subsequent failures"},"content":{"rendered":"

About:<\/span><\/b>\u00a0<\/span><\/h2>\n

S<\/span>tudents tend to respond to educational disappointment in <\/span>two different ways. They <\/span>show a helpless response<\/span>,<\/span> in which they attribute their failures to a lack of ability resulting in negative emoti<\/span>ons and lowered motivation. A<\/span>lternatively, they focus on the effort they put in and maintain their persistence and emotions are unaffected. The response students show are largely d<\/span>ependent on the type of feedback, and more specifically the type of praise<\/span> they receive. <\/span><\/p>\n

Feedback <\/span>can be given<\/span> on a number of different levels. Process feedback focusses on <\/span>how <\/span><\/i>the task was completed<\/span> (<\/span>\u2018<\/span>You<\/span> did a good job drawing<\/span>\u2019)<\/span>, whereas person feedback includes direct praise and criticism of the person<\/span> (\u2018<\/span>You are a good drawer<\/span>\u2019)<\/span>. Research results about the effects of <\/span>different types of <\/span>praise are mixed. It remains unclear how different types of praise compare to each other and which type is the most helpful for student development. <\/span>There is some evidence, which suggests that person feedback leads to a helpless response, whereas process feedback might help students persist after a failure. <\/span>The importance of studying praise in educational contexts is underscored by the notion that half of all feedback delivered by teachers is praise.\u00a0<\/span>\u00a0<\/span><\/p>\n

The difference in the wo<\/span>rding of process and person feedback is so small, that teachers may use them interchangeably and not be aware of the different effects. Knowledge on the effect of different types of feedback could have important implications for the delivery of feedback in educational settings.\u00a0<\/span>\u00a0<\/span><\/p>\n

Research Objectives<\/b><\/h2>\n

\u2022 To examine the effects of person and process praise compared to <\/span><\/span>objective<\/span><\/span> feedback<\/span><\/span>\u00a0<\/span>
<\/span><\/span>
\n\u2022\u00a0<\/span>To examine how different types of praise following successes can elicit positive and negative responses to educational failure<\/span><\/p>\n

Programme & Methodology:<\/span><\/b>\u202f<\/span><\/b>\u00a0<\/span><\/h2>\n

Study 1<\/strong>\u00a0<\/span><\/p>\n

\u2022 1145 British school children aged 9-1<\/span><\/p>\n

Study 2<\/strong><\/p>\n

\u2022 114 British university students<\/span><\/span>\u00a0<\/span><\/span><\/p>\n

Studies 1 & 2:\u00a0<\/strong><\/p>\n

\u2022\u00a0Participants read scenarios and <\/span><\/span>were asked<\/span><\/span> to imagine themselves as the main character.
\n<\/span><\/span><\/span>\u2022 In each scenario, they succeeded in an educational task and received either person, process or no praise.
\n\u2022 <\/span><\/span>Participants then<\/span><\/span> read two scenarios where they failed at a task.
\n\u2022 Following each scenario participants evaluated performance, affect and persistence.<\/span><\/span><\/span><\/p>\n

Findings:<\/span><\/b><\/h2>\n

\u2022\u00a0<\/span>Participants receiving person praise reacted most negatively<\/span> on all dependent measures.<\/span>
\n<\/span>\u2022\u00a0<\/span><\/span><\/span>No differences between process <\/span>praise<\/span> and objective<\/span> feedback.\u00a0<\/span>\u00a0<\/span><\/p>\n

Impact:<\/span><\/b><\/h2>\n

\u202f<\/span><\/b>\u00a0<\/span>Important <\/span>implications<\/span><\/b> for <\/span>policy makers and educators<\/span><\/b>. <\/span><\/p>\n

\u2022 \u00a0Highlights types of feedback that are most helpful in both school setting and a university setting<\/span>
\n \u2022 \u00a0<\/span>Offers suggestions for educators<\/span><\/p>\n

New and important contributions to research<\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

About:\u00a0 Students tend to respond to educational disappointment in two different ways. They show a helpless response, in which they attribute their failures to a lack of ability resulting in negative emotions and lowered motivation. Alternatively, they focus on the effort they put in and maintain their persistence and emotions are unaffected. The response students […]<\/p>\n","protected":false},"author":610,"featured_media":159,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15],"tags":[],"class_list":["post-155","post","type-post","status-publish","format-standard","hentry","category-feedback"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/155","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/users\/610"}],"replies":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/comments?post=155"}],"version-history":[{"count":0,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/155\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media\/159"}],"wp:attachment":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media?parent=155"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/categories?post=155"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/tags?post=155"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}