scholarly journals High fives motivate: the effects of gestural and ambiguous verbal praise on motivation

2014 ◽  
Vol 5 ◽  
Author(s):  
Bradley J. Morris ◽  
Shannon R. Zentall
Keyword(s):  
Verbal Praise

Gifted Students' Motivation and its Impact on the Development of their Giftedness

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Hussein SALEM MUBARAK BARABWD ◽  
Mohammad YUSOFF BIN MOHD NOR ◽  
Noriah Mohd Ishak
Keyword(s):  
Extrinsic Motivation ◽  
Gifted Students ◽  
Qualitative Approach ◽  
The Other ◽  
Phenomenological Method ◽  
Self Confidence ◽  
Verbal Praise ◽  
Intrinsic Motivations ◽  
The Impact ◽  
Intrinsic And Extrinsic Motivations

The aim of the current study is to examine the intrinsic and extrinsic motivations of the gifted students from Hadhramout Gifted Center HGC in Yemen, and to investigate the impact of these intrinsic and extrinsic motivations on their giftedness development. A qualitative approach was adopted; data has been collected through an open- ended questionnaire that was prepared by the researcher and distributed among a sample of gifted students who were chosen purposively from HGC. The interpretative phenomenological method has been used to analyze the data using, Atlas ti. The results indicate that the majority of the participants consider it interesting to explore new things, and experience curiosity and desire to achieve their goals as their intrinsic motivations. Whereas, the minority consider preference to serve the community, competition preference and self-confidence as their intrinsic motivations. On the other hand, half of the participants consider rewards as their extrinsic motivation, whereas 40 % of them consider exams scores, verbal praise, parents and environment as their extrinsic motivations. Regarding the impact of intrinsic and extrinsic motivations on the development of giftedness, the majority of the participants believe that intrinsic and extrinsic motivations affect positively the development of their giftedness development. Finally, based on the findings, some recommendations were provided. 

Increasing Retarded Adults' Compliance with Occupational and Household Tasks with a Guided Compliance and Verbal Praise Procedure: A Preliminary Investigation

1988 ◽  
Vol 5 (3) ◽  
pp. 128-136 ◽  
Author(s):  
Louis D. Burgio ◽  
Lori T. Jones ◽  
Kimberly Willis
Keyword(s):  
Early Phase ◽  
Preliminary Investigation ◽  
Verbal Abuse ◽  
Community Dwelling ◽  
Multiple Baseline ◽  
Training Procedure ◽  
Household Tasks ◽  
Contingent Praise ◽  
Verbal Praise

We examined the use of a guided compliance procedure for increasing compliance with occupational and household tasks in community dwelling, mildly retarded adults. Two clients were admitted to an inpatient unit and were observed in a training room and a behaviour unit setting. In both settings, the clients were requested to engage in a number of occupational and household tasks, similar or identical to tasks they confront in the community. Training consisted of contingent praise for compliance, and physical guidance, applied contingent upon occurrences of noncompliance. Data were collected on compliance, aggression, verbal abuse, and proper application of the training procedure. Training was conducted in a multiple baseline across the two settings. These preliminary results suggest that guided compliance was successful in increasing compliance, with only a minimal and transitory increase in aggression and verbal abuse observed for one client, predominantly in the early phase of training. Largely anecdotal follow-up data suggest that the effect generalised to the community and maintained for at least five months.

Effects of Specific Verbal Praise on Off-Task Behavior of Second-Grade Students in Physical Education

1989 ◽  
Vol 8 (2) ◽  
pp. 162-169 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Physical Education ◽  
Second Grade ◽  
Student Conduct ◽  
Teacher Praise ◽  
Audio Cues ◽  
Task Behavior ◽  
Second Grade Students ◽  
Verbal Praise ◽  
Skill Performance ◽  
Experienced Male

The effects of specific verbal praise by an experienced male physical education specialist on off-task behavior of three second-grade students were studied. A multiple baseline research design across subjects was used to assess the intervention, consisting of teacher praise aimed at the subjects’ class conduct and motor skill performance. To ensure that (a) the intervention would be implemented, and (b) that the praise would be contingent upon appropriate student conduct and skill performance, audio-cues were provided by way of prerecorded cues on microcassettes. Two boys and one girl in a second-grade class served as subjects. Off-task behavior and teacher praise data were collected from videotapes of 15 regular physical education classes. Results showed that the baseline levels of off-task levels were reduced significantly after introduction of the intervention for each subject. Specific verbal praise was effective in reducing off-task behavior of second-grade students in physical education.

Nonverbal Cues as Indicators of Verbal Dissembling

1978 ◽  
Vol 15 (2) ◽  
pp. 217-231 ◽  
Author(s):  
Robert S. Feldman ◽  
Linda Devin-Sheehan ◽  
Vernon L. Allen
Keyword(s):  
Elementary School ◽  
Nonverbal Behavior ◽  
Nonverbal Cues ◽  
School Age Children ◽  
School Age ◽  
Teaching Session ◽  
Elementary School Age ◽  
Experimental Teaching ◽  
Verbal Praise

Sixty-three elementary school-age children in an experimental teaching session provided either genuine or dissembled verbal praise to a student (confederate). Nonverbal behavior of the subjects was analyzed both by trained coders and by naive observers. As hypothesized, nonverbal cues disclosed when the participants were dissembling. Dissembling participants smiled less, showed less pleasant mouth expressions, paused more, and were judged to be less pleased with their students than nondissembling participants.

scholarly journals Description of Parent's Support on Development of Early Reading Skills

2019 ◽  
Vol 2 (1) ◽  
pp. 29
Author(s):  
Wahyu Rahmadani ◽  
Ismaniar Ismaniar
Keyword(s):  
Data Analysis ◽  
Parental Support ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
Analysis Techniques ◽  
Early Reading Skills ◽  
Descriptive Research ◽  
Verbal Praise ◽  
Quantitative Descriptive

This research motivated by the large of children aged 5-6 years who have quite high reading ability in Jorong VII Pasar Lama Lubuk Basung, Agam Regency.This type of research is quantitative descriptive research. The population in this reaseach were parents who had children aged 5-6 years in Jorong VII Pasar Lama Lubuk Basung, Agam Regency, amounting to 35 people. Samples are taken with the intention or purpose of 21 parents. Data analysis techniques use a percentage formula.The results of the reseach: 1) parental support to provide guidance in the form of directing, accompanying, and rectifying can be categorized as good. 2) Furthermore, parents' support to give praise in the form of verbal non-verbal praise can be categorized as good. 3) parental support to provide encouragement in the form of giving gifts and providing facilities can also be categorized as good. Keywords: Support, Development, Reading Beginning

scholarly journals A Mixed Study on the Effectiveness of Verbal Praise in Primary School Class

2021 ◽  
Vol 10 (1) ◽  
pp. 1353-1363
Author(s):  
Shiyuan Zhang ◽  
Xinrong Du ◽  
Jie Deng
Keyword(s):  
Empirical Study ◽  
Primary School ◽  
Student Behavior ◽  
Jiangxi Province ◽  
School Class ◽  
Four Dimensions ◽  
Verbal Praise ◽  
Classroom Order ◽  
Mixed Study

Verbal praise is frequently used as motivation by teachers in class and truly effective verbal praise plays an important role in maintaining classroom order and stimulating positive student behavior. In this study,  students from three classes of X Primary School of Jiangxi Province were interviewed and 328 verbal praise expressions collected. The subsequent empirical study on the effectiveness of verbal praise in four dimensions,  namely content,  spatiality,  subjectivity and time,  found that verbal praise generates both shallow and deep effects. The shallow effects act as a foundation for deep effects but do not necessarily result in deep effects. Other conditions are required to actualize a deep effect.

The Challenges of Using Awards

2017 ◽  
Author(s):  
Bruno S. Frey ◽  
Jana Gallus
Keyword(s):  
Negative Effects ◽  
The Public ◽  
Nobel Prizes ◽  
Verbal Praise ◽  
Benefits And Costs ◽  
Collaborative Efforts

Many awards, such as the Nobel Prizes, are accompanied by money, but in most cases what really matters is the honour and recognition received. The benefits and costs of using awards must be compared to those of other devices for fostering motivation, such as monetary bonuses, gifts, or verbal praise. It must also be considered how the award can best be combined with alternative motivators. An inflationary use of awards undermines their value. When a particular award is handed out too liberally, recipients and the public may even ridicule it. Award inflation can partly be countered by creating new ranks or new awards. Awards fail when they are given to undeserving recipients or when they are rejected. Non-recipients of awards may engage in destructive behaviours. Negative effects can be countered by emphasizing collaborative efforts and the award recipient’s representative role.

scholarly journals Student Interpretations of Teacher Verbal Praise in Selected Seventh- and Eighth-Grade Choral Classes

1997 ◽  
Vol 45 (4) ◽  
pp. 536-546 ◽  
Author(s):  
Ouida Taylor
Keyword(s):  
Eighth Grade ◽  
Instructional Purpose ◽  
Verbal Praise ◽  
Significant Difference ◽  
Choral Students

This study was an investigation of the effect that familiarity with a teacher and rehearsal context might have on seventh- and eighth-grade choral students' interpretations of teacher verbal praise. Teachers (N = 4) labeled randomly selected videotaped examples of their praise according to the purpose it was intended to serve. Students (N = 80) viewed 16 brief (30-second) examples of the praise and labeled it as deserved (directed at the performance) or one of three instructional uses (i.e., to encourage, to gain student cooperation, or to send a message to other members of the class). Results showed students across choirs could separate deserved from instructional praise, but in 9 examples, familiarity with a context made a significant difference in labeling praise as deserved and in detecting a specific instructional purpose. Results suggest the importance of further investigations that determine how teachers intend praise to function and how their students interpret its use.

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