A Mixed Study on the Effectiveness of Verbal Praise in Primary School Class
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Abstract
Verbal praise is frequently used as motivation by teachers in class and truly effective verbal praise plays an important role in maintaining classroom order and stimulating positive student behavior. In this study, students from three classes of X Primary School of Jiangxi Province were interviewed and 328 verbal praise expressions collected. The subsequent empirical study on the effectiveness of verbal praise in four dimensions, namely content, spatiality, subjectivity and time, found that verbal praise generates both shallow and deep effects. The shallow effects act as a foundation for deep effects but do not necessarily result in deep effects. Other conditions are required to actualize a deep effect.
Downloads
##plugins.themes.bootstrap3.article.details##
Verbal Praise, Effectiveness, Mixed Research
A qualitative study on the teaching life process of primary and secondary school teachers, Jiangxi Social Science Planning Project, Project No.: 15JY11
Huang, X. L. (2013). Praise and Discipline – On Excessive Praise in Education. Hangzhou Normal University, pp.40-44.
Kohn, A. (1993). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise and Other Bribes. Boston: Houghton Mifflin, 102.
Li, X.J. (2011). Meditation on Prevalence of Praise. Chinese Journal of Education, 2011(10):80-82.
Skinner, B.F. (2019). The Behavior of Organization: An Experimental Analysis. BF Skinner Foundation.
Wang, C.X. (2014). Research on Application Status Quo and Strategies of Evaluative Verbal Praise in High-grade English Teaching in Primary Schools: Taking Jiuquan Primary School in Gansu Province as an Example. Chongqing Normal University, pp.40-43.
Weiner, B. (1992). Human motivation: Metaphors, Theories, and Research. Newbury Park, CA: Sage.
Yang, J. L. (2020). How teachers’ praise and questioning affect students’ cognitive ability: An analysis using structural equation model based on CEPS data. Education Guide, 2020(5):45-50.
Yao, D.W., Xu, Y.X., Li, H.Y., & Guo, H.C. (2021). Effects of teachers’ praise and criticism on students’ academic performance, an intermediary effect analysis based on CEPS data. Peking University Education Review, 2021(1):109-133.
Zhu, G. M. (2008) Implications of Praise and Criticism. Beijing: Beijing University, pp.46-55.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.