1. Effects of different types of praise on primary pupils

2. Key issue addressed by the study The study explored: The study explored: –The effects of different types of praise on pupils motivation –How these effects are influenced by gender and age

3. Four kinds of teacher feedback Product Praise focuses on what pupils achieve e.g. what a wonderful painting Product Praise focuses on what pupils achieve e.g. what a wonderful painting Process Praise focuses on how pupils complete a task e.g. what a careful job you did Process Praise focuses on how pupils complete a task e.g. what a careful job you did Person Praise focuses on pupils skills e.g. you are a good writer Person Praise focuses on pupils skills e.g. you are a good writer Neutral feedback e.g. a positive sounding OK Neutral feedback e.g. a positive sounding OK

4. The effects of praise on pupils aged four and five 4-5 year olds showed increased motivation after receiving any of the three types of praise (as opposed to neutral feedback) 4-5 year olds showed increased motivation after receiving any of the three types of praise (as opposed to neutral feedback)

5. The effects of praise on girls aged 9 to 11 years Increased motivation after receiving product praise Increased motivation after receiving product praise Increased motivation after receiving process page Increased motivation after receiving process page Decreased motivation after receiving person praise Decreased motivation after receiving person praise

6. The effects of praise on boys aged 9 to 11 years The researchers found the type of feedback received, praise or neutral feedback, did not affect boys motivation The researchers found the type of feedback received, praise or neutral feedback, did not affect boys motivation

7. Who were the children in the study? In total 169 pupils from San Francisco schools In total 169 pupils from San Francisco schools 76 nursery pupils aged 4&5 76 nursery pupils aged 4&5 93 primary pupils aged 9-11 93 primary pupils aged 9-11

8. How was the information gathered? The researchers interviewed pupils who had received different kinds of praise and observed their behaviour when tackling problems. The researchers interviewed pupils who had received different kinds of praise and observed their behaviour when tackling problems. Each pupil tackled two sets of puzzles: one moderately easy, the second extremely difficult or impossible to solve Each pupil tackled two sets of puzzles: one moderately easy, the second extremely difficult or impossible to solve After each puzzle pupils received one of 3 types of positive praise, neutral feedback or no feedback at all After each puzzle pupils received one of 3 types of positive praise, neutral feedback or no feedback at all Through interviews and observation researchers assessed pupils problem-solving motivation Through interviews and observation researchers assessed pupils problem-solving motivation

9. How can teachers use this evidence? The researchers discovered four categories of praise in the study The researchers discovered four categories of praise in the study What kind of feedback do you give to and to which pupils? What kind of feedback do you give to and to which pupils? You might record a section of your lesson to find out, and use the study findings to assess how appropriate it is for the gender and age group of your pupils. You might record a section of your lesson to find out, and use the study findings to assess how appropriate it is for the gender and age group of your pupils.

10. How can school leaders use this evidence? The researchers explored a particular approach to teaching by setting up puzzle tasks to create contrasting learning scenarios for children The researchers explored a particular approach to teaching by setting up puzzle tasks to create contrasting learning scenarios for children When you are exploring solutions to a particular issue in your school you might consider creating a similar test bed to compare different approaches When you are exploring solutions to a particular issue in your school you might consider creating a similar test bed to compare different approaches

11. Follow-up reading Study reference: Corpus, J. H., Lepper, M. R. (2007) The Effects of Person Versus Performance Praise on Childrens Motivation: Gender and age as moderating factors in Educational psychology, Vol. 27, No. 4, August 2007, pp. 487-508 Study reference: Corpus, J. H., Lepper, M. R. (2007) The Effects of Person Versus Performance Praise on Childrens Motivation: Gender and age as moderating factors in Educational psychology, Vol. 27, No. 4, August 2007, pp. 487-508 You might like to read a longer summary pupil motivation on the GTC website: http://www.gtce.org.uk/research/romtopics/rom_teaching andlearning/persistence_oct07/ You might like to read a longer summary pupil motivation on the GTC website: http://www.gtce.org.uk/research/romtopics/rom_teaching andlearning/persistence_oct07/ http://www.gtce.org.uk/research/romtopics/rom_teaching andlearning/persistence_oct07/ http://www.gtce.org.uk/research/romtopics/rom_teaching andlearning/persistence_oct07/

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