Effects of Gender and Type of Praise on Task Performance Among Undergraduates
Effects of Gender and Type of Praise on Task Performance Among Undergraduates
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性别和表扬类型对大学生任务绩效的影响
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发表时间：
2015
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影响因子：
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通讯作者：
Maggie L Syme
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作者：
L. Lessard;Andrew Grossman;Maggie L Syme
尽管美国被认为是世界强国，但在全球范围内，美国学生的数学排名第25位，阅读排名第14位（Jones，2010）。显然，即使在我们这个以学习为基础的社会，我们的学生也没有达到标准。作为成年人和教育工作者，我们有责任为儿童提供最好的教育，并尽我们所能为他们的学业成功做好准备。然而，许多常用的做法实际上可能会影响学生的学习动机和心态，从而阻碍他们发挥潜力。旨在促进学习的教学策略可能会导致学生发展关于智力本质的适应不良的自我理论，最终阻碍学习过程并导致性别和种族成就差距（Aronson & Steele，2005）。为什么有些学生在遇到最轻微的困难时就放弃了，而另一些学生却不顾一切地坚持下去？容易放弃的学生可能有外在的动机，这意味着他们受到外部力量或控制的驱使（Henderlong & Lepper，2002）。另一方面，通过挑战工作的学生可能具有内在动机，这可以被定义为由于内在满足的参与。这些学生的动机是为了学习本身的价值而掌握教育任务，而不是为了高分、荣誉或其他外在奖励。内在动机已被证明有许多积极的结果，包括持久性，创造力和学术成就（Henderlong & Lepper，2002）。摘要。研究表明，接受过程表扬（例如，“你工作很努力”）提高孩子的学习成绩和那个人的赞扬（例如，“你很聪明”）可能会产生不利影响。然而，很少有研究探讨这些发现与年轻人的关系。本研究考察了表扬类型（人与过程）和性别1对青年人任务绩效的影响。实验者向48名大学生介绍了隐藏项目谜题，并让他们完成了第一组谜题。然后，参与者有1分钟的时间来完成类似的任务。完成后，他们得到了实验者的个人表扬或过程表扬。获得赞扬后，参与者完成了最后一组6个谜题，作为依赖性衡量标准。结果表明，接受过程表扬的参与者（M = 8.08，SD = 3.04）显著优于接受个人表扬的参与者（M = 6.54，SD = 1.56），F（1，44）= 5.00，p = 0.03，η2 = 0.10。然而，在性别上没有显著的影响，表扬类型和性别之间没有交互作用。这些研究结果表明，过程表扬可能是提高大学生学业成绩的一种有效方法。对课堂实践的影响和需要进一步的研究，考虑纵向设计和更大的样本量进行了讨论。性别和表扬类型对大学生任务绩效的影响
*Faculty mentor Despite the fact that the United States is considered to be a world power, when compared globally, American students rank 25th in math and 14th in reading (Jones, 2010). Clearly, even in our achievement-based society, our students are not up to par. As adults and educators, it is our responsibility to provide the best possible education for children and do all that we can to set them up for academic success. However, many commonly used practices may actually deter students from reaching their potential by affecting their motivation and mindset for learning. Teaching strategies intended to enhance learning can cause students to develop maladaptive self-theories about the nature of intelligence, ultimately hindering the learning process and contributing to gender and racial achievement gaps (Aronson & Steele, 2005). Why do some students quit at the slightest confrontation with difficulty, when others persevere despite all odds against their success? Students who give up easily may have extrinsic motivation, meaning they are driven by external forces or controls (Henderlong & Lepper, 2002). On the other hand, students who work through challenges may possess intrinsic motivation, which can be defined as engagement due to inner gratification. These students are motivated to master educational tasks for the value of learning itself, rather than for a high grade, accolades, or some other extrinsic reward. Intrinsic motivation has been shown to have many positive outcomes including persistence, creativity, and academic achievement (Henderlong & Lepper, 2002). ABSTRACT. Research has suggested that receiving process praise (e.g., “You’re working hard”) increases children’s academic performance and that person praise (e.g., “You’re smart”) can have detrimental effects. However, few studies have examined how these findings relate to young adults. This experimental study examined the effects of type of praise (person vs. process) and gender1 on young adults’ task performance. Forty-eight undergraduates were introduced to hidden-item puzzles by the experimenter, who completed the first set with them. Participants were then given 1 min to work on a similar task. Upon completion, they were given either person praise or process praise from the experimenter. After receiving the praise, participants completed a final set of 6 puzzles, which served as the dependent measure. The results indicated that participants who received process praise (M = 8.08, SD = 3.04) significantly outperformed those who received person praise (M = 6.54, SD = 1.56), F(1, 44) = 5.00, p = .03, η2 = .10. However, there was no significant effect for gender and no interaction between type of praise and gender. These findings suggested that process praise may be an effective method of improving academic performance in undergraduate students. Implications for classroom practice and the need for further research that considers longitudinal designs and larger sample sizes are discussed. Effects of Gender and Type of Praise on Task Performance Among Undergraduates