Mastery Praise
Research Question
The article reviews two studies that examine the effects of social-comparison versus mastery praise on 4th- and 5th-grade children's intrinsic motivation (Corpus, Ogie, & Love-Geiger, 2006). The study includes social-comparison praise, mastery praise, or no praise for working that was asked to be completed. Both of the studies were given different activities then either given (Study 1) ambiguous feedback or (Study 2) positive feedback. The study showed that mastery praise improved motivation and social-comparison praise reduced it. The study also showed that social-comparison praise tends to discourage children from seeking subsequent self-evaluative normative information.
Participants
The first study sample included 86 …show more content…
upper-elementary children (51 girls, 35 boys), which included firth- and fifth-grade students at six schools (Corpus, Ogie, & Love-Geiger, 2006). The children with permission participated during the summer, at which time they provided their own written assent. The students were compensated with a gift certificate for their involvement. The second study sample included 78 upper-elementary children (35 girls,43 boys) who were unsystematically assigned to receive social-comparison praise (12 girls, 14 boys), mastery praise (11 girls, 15 boys), or neutral feedback ( 12 girls, 14 boys) (Corpus, Ogie, & Love-Geiger, 2006). Study 2 utilized the same recruitment procedures as in Study 1.
Methods
The studies included dependent measures which analyzed three feedback conditions from both genders to analysis the variance using a ANOVA.
The studies included no interactions involving gender, and the data was merged using both boys and girls and one-way ANOVAs with three levels. The procedure included two exceptions that were intended to provide children with positive feedback about their performance on the task. First, in study 1, the students were given a score of 22 point and a statement “that was Great”(Corpus, Ogie, & Love-Geiger, …show more content…
2006).
Second, the 2nd study they let the students review a binder of drawings that were marked with at 22 points which was among the highest scores given. Therefore, the difference of the students in study 1 and study 2 is that they were given unambiguous feedback about their performance on the drawing task.
Major Findings
The finding included in this study show that mastery praise benefits intrinsic motivation and social comparison praise possible limits children ability. Social-comparison praise questionably teaches children that personal capability should be measured by their relative standing in a group rather than their development of particular skills, which can be a harmful message when children encounter situations that lead them to doubt their ability. The findings showed that boys deal better than girls when dealing with praise on tasks.
Motivation
As you can see both of these studies show that praise can have both valuable an unfavorable effects on a children’s essential motivation depending on the type of praise.
The study showed that when children feel uncertain about their performance on a task, the type of praise given for the task has an effect on the motivation on the child’s ability. For example, mastery praise is proven to be positive where as social-comparison praise has proved to be negative. When the students felt successful on the task and was secure, then the type of praise no longer has an effect on the motivation of the student. In this article, there was a significant relationship between type of praise and the gender of recipient. When social-comparison praise was used with girls it was proven to be harmful but helpful for boys (Corpus, Ogie, & Love-Geiger, 2006).
Analyze
From the research show praise can be beneficial in given in the right way for a certain student. It really comes down to know your students and what motivates them individual as students within your classroom. As a leader, I would like to utilize this research to better understand the teachers that I work with and help motivate them to work harder on making student succeed.
.
The article reviews two studies that examine the effects of social-comparison versus mastery praise on 4th- and 5th-grade children's intrinsic motivation (Corpus, Ogie, & Love-Geiger, 2006). The study includes social-comparison praise, mastery praise, or no praise for working that was asked to be completed. Both of the studies were given different activities then either given (Study 1) ambiguous feedback or (Study 2) positive feedback. The study showed that mastery praise improved motivation and social-comparison praise reduced it. The study also showed that social-comparison praise tends to discourage children from seeking subsequent self-evaluative normative information.
Participants
The first study sample included 86 …show more content…
upper-elementary children (51 girls, 35 boys), which included firth- and fifth-grade students at six schools (Corpus, Ogie, & Love-Geiger, 2006). The children with permission participated during the summer, at which time they provided their own written assent. The students were compensated with a gift certificate for their involvement. The second study sample included 78 upper-elementary children (35 girls,43 boys) who were unsystematically assigned to receive social-comparison praise (12 girls, 14 boys), mastery praise (11 girls, 15 boys), or neutral feedback ( 12 girls, 14 boys) (Corpus, Ogie, & Love-Geiger, 2006). Study 2 utilized the same recruitment procedures as in Study 1.
Methods
The studies included dependent measures which analyzed three feedback conditions from both genders to analysis the variance using a ANOVA.
The studies included no interactions involving gender, and the data was merged using both boys and girls and one-way ANOVAs with three levels. The procedure included two exceptions that were intended to provide children with positive feedback about their performance on the task. First, in study 1, the students were given a score of 22 point and a statement “that was Great”(Corpus, Ogie, & Love-Geiger, …show more content…
2006).
Second, the 2nd study they let the students review a binder of drawings that were marked with at 22 points which was among the highest scores given. Therefore, the difference of the students in study 1 and study 2 is that they were given unambiguous feedback about their performance on the drawing task.
Major Findings
The finding included in this study show that mastery praise benefits intrinsic motivation and social comparison praise possible limits children ability. Social-comparison praise questionably teaches children that personal capability should be measured by their relative standing in a group rather than their development of particular skills, which can be a harmful message when children encounter situations that lead them to doubt their ability. The findings showed that boys deal better than girls when dealing with praise on tasks.
Motivation
As you can see both of these studies show that praise can have both valuable an unfavorable effects on a children’s essential motivation depending on the type of praise.
The study showed that when children feel uncertain about their performance on a task, the type of praise given for the task has an effect on the motivation on the child’s ability. For example, mastery praise is proven to be positive where as social-comparison praise has proved to be negative. When the students felt successful on the task and was secure, then the type of praise no longer has an effect on the motivation of the student. In this article, there was a significant relationship between type of praise and the gender of recipient. When social-comparison praise was used with girls it was proven to be harmful but helpful for boys (Corpus, Ogie, & Love-Geiger, 2006).
Analyze
From the research show praise can be beneficial in given in the right way for a certain student. It really comes down to know your students and what motivates them individual as students within your classroom. As a leader, I would like to utilize this research to better understand the teachers that I work with and help motivate them to work harder on making student succeed.
.