The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Teacher Praise: A Functional Analysis
Abstract
Classroom-process data indicate that teachers’ verbal praise cannot be equated with reinforcement. Typically, such praise is used infrequently, without contingency, specificity, or credibility. Often it is not even intended as reinforcement, and even when it is, it frequently has some other function. The meanings and functions of behaviors typically included under the category of teacher praise are determined by the degree of congruence between verbal and nonverbal components and by the context in which the interaction occurs. Much teacher praise is determined more by teachers’ perceptions of student needs than by the quality of student conduct or performance. Considerations of classroom feasibility and probable student response to teachers’ attempts at social reinforcement suggest that teacher praise should remain infrequent, but that it could be made much more effective. Attribution theory is an important supplement to social learning/reinforcement theory for suggesting guidelines for praising effectively.
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“Personal feedback, such as “Good girl” or “Great effort,” typically expresses positive (and sometimes negative) evaluations and affect about the student (Brophy, 1981). It usually contains little task-related information and is rarely converted into more engagement, commitment to the learning goals, enhanced self-effi…”
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Metadata
- Authors
- Brophy, J.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1981
- Volume
- 51
- Issue
- 1
- Pages
- 5
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W4292854727
- Cited by
- 808
- References
- 4
- FWCI
- 16.92
- Type
- journal article
- Language
- en
- Open access
- closed
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