Citations (64)
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Sofia Benson-Goldberg, Charna D’Ardenne & Karen Erickson. (2024) The forms, functions, and uses of praise in self-contained classrooms: a qualitative examination. International Journal of Qualitative Studies in Education 37:1, pages 82-96.
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Therese Gilligan, Sinéad McNally, Judy Lovett, Therese Farell, Sona Kumar, Eilish McLoughlin & Kathleen Corriveau. (2023) Persistence in Science Play and Gender: Findings from Early Childhood Classrooms in Ireland. Early Education and Development 34:4, pages 927-939.
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Shengjie Lin & Katherine Muenks. (2023) Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect. Applied Developmental Science 0:0, pages 1-28.
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Naoko Aoki. (2022) Intentions for praising: Differences between pre-primary educational facility and elementary school teachers. International Journal of School & Educational Psychology 10:2, pages 220-231.
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Olga Bąk & Marcin Maciej Leśniak. (2020) Can praise undo the unfavourable effects of earlier failures?. Educational Psychology 40:10, pages 1287-1305.
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Saskia J. Ferrar, Dale M. Stack, Daniel J. Dickson, Lisa A. Serbin, Jane Ledingham & Alex E. Schwartzman. (2019) Maternal Socialization Responses to Preschoolers’ Success and Struggle: Links to Contextual Factors and Academic and Cognitive Outcomes. Journal of Research in Childhood Education 33:3, pages 363-381.
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Ruth Payne. (2015) Using rewards and sanctions in the classroom: pupils’ perceptions of their own responses to current behaviour management strategies. Educational Review 67:4, pages 483-504.
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Birgit Harks, Katrin Rakoczy, John Hattie, Michael Besser & Eckhard Klieme. (2014) The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology 34:3, pages 269-290.
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Nicole Archard. (2012) Adolescent girls and leadership: the impact of confidence, competition, and failure. International Journal of Adolescence and Youth 17:4, pages 189-203.
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Anna-Carin Jonsson & Dennis Beach. (2012) Predicting the use of praise among pre-service teachers: The influence of implicit theories of intelligence, social comparison and stereotype acceptance. Education Inquiry 3:2, pages 259-281.
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Ser Hong Tan & Joyce
S. Pang. (2012) Sticks and stones will break my bones but failure feedback may not hurt me: gender differences in the relationship between achievement motive, coping strategies and environmental mastery. Educational Psychology 32:3, pages 373-388.
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Kyla Haimovitz & Jennifer Henderlong Corpus. (2011) Effects of person versus process praise on student motivation: stability and change in emerging adulthood. Educational Psychology 31:5, pages 595-609.
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Yi-Hsin Chen, MarilynS. Thompson, JeffreyD. Kromrey & GeorgeH. Chang. (2011) Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and Student Self-Concept. The Journal of Experimental Education 79:4, pages 452-477.
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Barry Schwartz. (2009) Incentives, choice, education and well‐being. Oxford Review of Education 35:3, pages 391-403.
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Articles from other publishers (50)
Lena Aumann, Hedwig Gasteiger & Rosa M. Puca. (2024) Early childhood teachers' feedback in natural mathematical learning situations: Development and validation of a detailed category system. Acta Psychologica 244, pages 104175.
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Jieyu Lv & Yingjun Zhang. (2024) The Impact of Praise on Cooperative Behavior in Three-Player Public Goods Games and Its Gender Differences. Behavioral Sciences 14:4, pages 264.
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Hause Lin, Andrew Westbrook, Frank Fan & Michael Inzlicht. (2024) An experimental manipulation of the value of effort. Nature Human Behaviour.
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Xinpei Xu, Lingfei Mo, Lei Pan & Yan Li. (2024) The ‘praise balance’: Uncovering the optimal recipe for mastery motivation in preschoolers. Journal of Applied Developmental Psychology 90, pages 101607.
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Gülçin KARADENİZ. (2023) The Concept of Parental Praise in ParentingÇocuk Yetiştirmede Ebeveyn Övgüsü Kavramı. Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 15:4, pages 722-732.
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Lucas Marín Llanes, Mariana Rodríguez Pico, Darío Maldonado & Sandra García. (2023) Learning inequality during Covid-19: Evidence from secondary schools in Colombia. International Journal of Educational Development 100, pages 102788.
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Kehan Li, Jingyi Zhang, Zhen Wu & Yao Zheng. (2023) Intelligence mindset in Chinese children: The role of parental praise and autonomy support. Journal of Applied Developmental Psychology 87, pages 101555.
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Олена Халік. (2023) Управлiння вчителем зворотним зв’язком в освiтньому процесi. Актуальні проблеми психології в закладах освіти 13, pages 120-134.
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Ioannis Katsantonis, Ros McLellan & Pablo E. Torres. (2023) Unraveling the complexity of the associations between students’ science achievement, motivation, and teachers’ feedback. Frontiers in Psychology 14.
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Lindsey Hildebrand, Tasha Posid, Corinne A Moss‐Racusin, Laura Hymes & Sara Cordes. (2022) Does my daughter like math? Relations between parent and child math attitudes and beliefs. Developmental Science 26:1.
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Michiel Boncquet, Jeroen Lavrijsen, Maarten Vansteenkiste, Karine Verschueren & Bart Soenens. (2022) “You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets. Gifted Child Quarterly 66:3, pages 220-237.
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Fang Xie, Xiangfei Duan, Xuelian Ni, Lina Li & Libin Zhang. (2022) The Impact of Parents' Intelligence Mindset on Math Anxiety of Boys and Girls and the Role of Parents' Failure Beliefs and Evaluation of Child's Math Performance as Mediators. Frontiers in Psychology 13.
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汇存 段. (2022) Research on the Effect of Mother’s Positive Feedback on Children’s Mastery Motivation. Advances in Psychology 12:03, pages 939-951.
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Susan C. Levine & Nancy Pantoja. (2021) Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. Developmental Review 62, pages 100997.
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Simon Briole. (2021) Are girls always good for boys? Short and long term effects of school peers’ gender. Economics of Education Review 84, pages 102150.
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Cheng-Hong Liu, Po-Sheng Huang, Xian-Rui Yin & Fa-Chung Chiu. (2021) Effects of Attribute Affirmation and Achievement Goals on High School Students' Motivation. Frontiers in Psychology 12.
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Sarah Jo Torgrimson, Patricia Z. Tan & Jennie K. Grammer. (2021) Associations among response inhibition, motivational beliefs, and task persistence in early elementary school. Journal of Experimental Child Psychology 208, pages 105141.
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Thomas Rhys Evans & Agata Dobrosielska. (2019) Feedback-seeking culture moderates the relationship between positive feedback and task performance. Current Psychology 40:7, pages 3401-3408.
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Kayla Good & Alex Shaw. (2021) Achieving a good impression: Reputation management and performance goals. WIREs Cognitive Science 12:4.
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Anna Szymanik-Kostrzewska & Paulina Michalska. (2021) Mothers’ declarations about ways to praise young children. Educational Psychology 19:61, pages 19-33.
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Maryia M. Schneider, David M. Hulac, Lisa R. Mickelson & Emily K. Phillips. (2020) Middle school students' preferences for praise. Psychology in the Schools 58:2, pages 221-234.
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Daoyan Jin, Hallgeir Halvari, Natalia Maehle & Christopher P. Niemiec. (2020) Self‐tracking in effortful activities: Gender differences in consumers' task experience. Journal of Consumer Behaviour 20:1, pages 173-185.
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Kyosuke Kakinuma, Fumika Nishiguti, Kotoe Sonoda, Haruhi Tajiri & Ayumi Tanaka. (2020) The Negative Effect of Ability-Focused Praise on the “Praiser’s” Intrinsic Motivation: Face-to-Face Interaction. Frontiers in Psychology 11.
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Mads Madsen, Anne‐Marie Elbe, Esben Elholm Madsen, Georgios Ermidis, Knud Ryom, Johan Michael Wikman, Rune Rasmussen Lind, Malte Nejst Larsen & Peter Krustrup. (2020) The “11 for Health in Denmark” intervention in 10‐ to 12‐year‐old Danish girls and boys and its effects on well‐being—A large‐scale cluster RCT. Scandinavian Journal of Medicine & Science in Sports 30:9, pages 1787-1795.
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Mirjam de Haas, Paul Vogt & Emiel Krahmer. (2020) The Effects of Feedback on Children's Engagement and Learning Outcomes in Robot-Assisted Second Language Learning. Frontiers in Robotics and AI 7.
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Qin Zhao & Xiaoxia Huang. (2019) Individual differences in response to attributional praise in an online learning environment. Educational Technology Research and Development 68:3, pages 1069-1087.
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Yvonne Skipper & Karen M. Douglas. (2019) Examining teachers’ ratings of feedback following success and failure: a study of Chinese English teachers. British Journal of Educational Psychology 89:4, pages 804-817.
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Nina König & Rosa Maria Puca. (2019) The German Feedback Socialization Inventory. European Journal of Psychological Assessment 35:4, pages 544-554.
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Tiansheng Xia, Honglei Gu & Weirong Li. (2019) Effect of Parents’ Encouragement on Reading Motivation: The Mediating Effect of Reading Self-Concept and the Moderating Effect of Gender. Frontiers in Psychology 10.
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Jamie Amemiya & Ming‐Te Wang. (2018) Why Effort Praise Can Backfire in Adolescence. Child Development Perspectives 12:3, pages 199-203.
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Karan Saggi. (2018) Addressing the STEM Problem in Ways That Work. Industrial and Organizational Psychology 11:2, pages 339-341.
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Fraser Smith. (2018) The effects of praise on young people. PsyPag Quarterly 1:106, pages 14-15.
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Jonathan G. Perle. (2018) Teacher-Provided Positive Attending to Improve Student Behavior. TEACHING Exceptional Children 50:4, pages 204-212.
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Eun Young Nahm & So Eun Park. (2017) The Mediating Effects of Maternal Praise Types on the Relationship Between Mother and Child Emotional Reactions in Task Interaction. Korean Journal of Child Studies 38:4, pages 79-89.
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Frank Hellmich & Fabian Hoya. (2017) Primary School Students’ Implicit Theories and Their Reading Motivation. Zeitschrift für Psychologie 225:2, pages 117-126.
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Ying Ding, Encong Wang, Yuchen Zou, Yan Song, Xue Xiao, Wanyi Huang & Yanfang Li. (2017) Gender differences in reward and punishment for monetary and social feedback in children: An ERP study. PLOS ONE 12:3, pages e0174100.
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Jessica L. Schleider & John R. Weisz. (2016) Family process and youth internalizing problems: A triadic model of etiology and intervention. Development and Psychopathology 29:1, pages 273-301.
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MIKI TOYAMA, LI TANG, MASATO NAGAMINE, SHUHEI MIWA & ATSUSHI AIKAWA. (2017) Regulatory Focus Moderates Process Feedback and Motivationプロセスフィードバックが動機づけに与える影響. The Japanese Journal of Educational Psychology 65:3, pages 321-332.
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Jonathan G. Perle. (2016) Teacher-Provided Positive Attending to Improve Student Behavior. TEACHING Exceptional Children 48:5, pages 250-257.
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Olga Bąk, Dorota Gochniak, Barbara Kotula & Natalia Sawrycz. (2016) Information about pupil given to parents by teachers of elementary education in the light of empirical studies. Family Upbringing 13:1, pages 371-390.
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KAZUKI NIWAYAMA & JUNKO TANAKA-MATSUMI. (2016) Effects of Teachers’ Self-Recording of Behavior-Specific Praise on Children’s Academic Engagement in the Classroom自己記録手続きを用いた教師の言語賞賛の増加が児童の授業参加行動に及ぼす効果. The Japanese Journal of Educational Psychology 64:4, pages 598-609.
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Linda Nasr, Jamie Burton & Thorsten Gruber. (2015) When good news is bad news: the negative impact of positive customer feedback on front-line employee well-being. Journal of Services Marketing 29:6/7, pages 599-612.
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Julie C. Dunsmore. (2014) Effects of Person‐ and Process‐focused Feedback on Prosocial Behavior in Middle Childhood. Social Development 24:1, pages 57-75.
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Baukje de Koning, Marieke Timmerman, Paul van Geert & Bieuwe van der Meulen. (2014) Identifying Learning Trajectories While Playing a Learning-to-Learn Computer Game in Different Children and Instruction Types. Journal of Cognitive Education and Psychology 13:1, pages 53-75.
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Rebecca Goodvin & Jacqueline Rolfson. (2014) Mothers' Attributions in Reminiscing Conversations About Children's Successes and Failures: Connections With Children's Self‐Evaluations. Merrill-Palmer Quarterly 60:1, pages 24.
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Elizabeth A. Gunderson, Sarah J. Gripshover, Carissa Romero, Carol S. Dweck, Susan Goldin‐Meadow & Susan C. Levine. (2013) Parent Praise to 1‐ to 3‐Year‐Olds Predicts Children's Motivational Frameworks 5 Years Later. Child Development 84:5, pages 1526-1541.
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Jeng-Yi Tzeng & Cheng-Te Chen. (2012) Computer praise, attributional orientations, and games: A reexamination of the CASA theory relative to children. Computers in Human Behavior 28:6, pages 2420-2430.
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Yvonne Skipper & Karen Douglas. (2011) Is no praise good praise? Effects of positive feedback on children's and university students’ responses to subsequent failures. British Journal of Educational Psychology 82:2, pages 327-339.
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Elizabeth A. Gunderson, Gerardo Ramirez, Susan C. Levine & Sian L. Beilock. (2011) The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes. Sex Roles 66:3-4, pages 153-166.
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Chia-Pin Kao, Ying-Tien Wu & Chin-Chung Tsai. (2011) Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning. Teaching and Teacher Education 27:2, pages 406-415.
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