The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating factors

Jennifer Henderlong Corpus · Mark R. Lepper

126 citations0/0 files storedEducational Psychology

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Abstract

Two studies were conducted to determine how gender and age moderate the long‐term and post‐failure motivational consequences of person versus performance praise. In Study 1, fourth‐ and fifth‐grade students (n = 93) engaged in a puzzle task while receiving either no praise, person praise, product praise, or process praise. Following a subsequent failure experience, behavioural measures indicated that product and process praise enhanced motivation and person praise dampened motivation for girls, but that there were few effects of praise on subsequent motivation for boys. In Study 2, a parallel procedure with preschool children (n = 76) showed that person, product, and process praise all enhanced motivation, relative to neutral feedback, for both girls and boys.

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References

1985Intrinsic Motivation and Self-Determination in Human Behavior 1988Intrinsic Motivation and Self-Determination in Human Behavior 1997A threat in the air: How stereotypes shape intellectual identity and performance.2014Education and Treatment of Children 1975Intrinsic Motivation 1976New directions in attribution research 1998Praise for intelligence can undermine children's motivation and performance.1999Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes

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