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Academic achievement: the role of praise in motivating students

Maclellan, Effie (2005) Academic achievement: the role of praise in motivating students. Active Learning in Higher Education, 6 (3). pp. 194-206. ISSN 1469-7874

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    Abstract

    The motivation of students is an important issue in higher education, particularly in the context of the increasing diversity of student populations. A social-cognitive perspective assumes motivation to be dynamic, context-sensitive and changeable, thereby rendering it to be a much more differentiated construct than previously understood. This complexity may be perplexing to tutors who are keen to develop applications to improve academic achievement. One application that is within the control of the tutor, at least to some extent, is the use of praise. Using psychological literature the article argues that in motivating students, the tutor is not well served by relying on simplistic and common sense understandings of the construct of praise and that effective applications of praise are mediated by students' goal orientations, which of themselves may be either additive or interactive composites of different objectives and different contexts.

    Item type: Article
    ID code: 7324
    Keywords: motivation, person-praise, process-praise, person-criticism, process-criticism, Theory and practice of education, Education
    Subjects: Education > Theory and practice of education
    Department: Faculty of Education > Educational and Professional Studies
    Related URLs:
      Depositing user: Prof Effie Maclellan
      Date Deposited: 15 Dec 2008 11:29
      Last modified: 05 Sep 2014 13:05
      URI: http://strathprints.strath.ac.uk/id/eprint/7324

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