Does Giving Praise Help Students Improve Performance On An Academic Quiz? Essay

It’s natural to make self-evaluations. One particular study explored the change in self evaluations after being exposed to “inappropriate social comparisons”

❖ Perhaps the last thing that should be mentioned when relating to how pupils learn and develop self-esteem is. “The question is, not how intelligent is the child, but in what ways is the child intelligent?”

Penrod argues that intellectuals crave for compliments, which is incorrect. “This instance finds plentiful company in the experiences of everyday life; intellectuals constantly see their efforts trivialized in the rush to lavish compliments elsewhere” (Penrod 754). This piece of information lacks credibility. Smart kids are praised for being the way they are, just not everybody in society is recognizing it.

This article, "What Do Test Scores In Texas Tell US?" by the Rand Corporation looks at the pros and cons to high stakes testing in Texas. High stakes testing was meant to improve academic scores and motivate teachers, but unintended concerns have risen. Professionals and the media question exactly how beneficial these test are, and if we should continue to use them. Texas was looked at because students had made huge strides in statewide testing. "Gains in Texas Assessment and Academic Skills (TAAS) reading and math scores for both majority and minority have been so dramatic that they have dubbed the 'Texas Miracle '" (Rand, 2000). The success was so great that Texas students were put through further test to validate that these impressive scores. Students tested on the National Assessment of Educational Process (NAEP) between 1994 and 1998. After comparing the scores for TAAS to the scores of NAEP many questions arose for the validity of statewide testing. Tables in the article show that the TAAS scores are differ greatly than those of the NAEP. Though the scores between the two test were much different Texas students who took the NAEP were higher than the U.S. average. Also, by 1998 the gap between the scores of white students and students of color got smaller. Questions about why the gap between the TAAS scores and the NAEP scores were so great were never directly answered. Suggestions were made that Texas teachers could more easily prepare students for the

1. Name two signs you would look for to let you know Vara is ready to end counselling.

Finally, the specific attribute of someone we praise contributes to their internal motivation as well. A study performed either praised students for their intelligence or their effort. Children praised for intelligence cared less about learning and had less task persistence and performance. Those who were praised for their effort cared more about learning, and showed more motivation. This experiment showed that praise for intelligence has more negative outcomes than positive (Mueller and Dweck, 1998). Another study tested if both criticism and praise on ones traits contributed to contingent worth. Participants were given one of three types of praise or criticism. Those receiving person-focused praise or criticism were more negative and helpless which created a sense of contingent self-worth and vulnerability (Kamins and Dweck, 1999).

Main Idea: Your physical expression and attitude can affect your mood. MSD: The act of maintaining a frown caused the students to feel angry. Those students induced to make a smiling face reported feeling happier and found cartoons more humourous. Half of the class felt different depending on what they were told to do.

Praise given needs to be uplifting and confidence boosting because the child will be more motivated to try harder and do better.In the article “Motivating children” by Leah Davis explains, “Provide a caring, supportive environment where children are respected and feel a sense of belonging”(Leah Davis). The author is trying to say that parents praise should make the child feel good about themselves. When a child feels encouraged then they will be motivated to do better. Praise needs to make a child want to do better and grow from mistakes. Other people think that the more praise the better. They think it is better to give more praise because it makes the parent feel good about them selve and the child will be motivated. In the paragraph Help Kids Feel Good About Themselves states, “Kids who feel good about themselves are less likely to be pressured into doing things they don’t want to do”(Diane Ryles). Kids need to feel good about themselves in order to do well and work hard. Children need to be motivated so when they get to the top they continue to work just as hard. Parents need to make themselves make sense so the child will understand. Another way of thinking about this is that kids need to be given a good mindset. Some people think that kids need to have a good mindset to improve at anything. When a child has a growth mindset they are more likely to

Should our public schools continue to allow high stakes assessments, for example the FCAT, to play a large factor in determining if a student has met mastery of grade level standards? Numerous students do not test well due to nerves or other disabilities; some students even become ill which equates to inaccurate test results. Additionally, testing is such an enormous process that students are losing out on valuable classroom instruction. Finally, with students pending graduation or promotion to the next grade these high stakes tests are forcing teachers to teach to the test to ensure greater success.

In life sometimes you need some words of encouragement to motivate you to achieve whatever it is that you want to excel in. For instance, I am addicted to the game Candy Crush, and every time I beat a level, it gives me words of encouragement such as “Way to go,” “Alright.” Those simple words encourage me to do more levels, just as in the essay “Gaming Can Make a Better World,” by Jane McGonagall. The author discusses how positive feedback is good and how it encourages others to excel and do better. This encouragement also builds up self-esteem. She gives the example of how when you are playing a game and you receive positive feedback it encourages you to do well. Another time is when; I first started this semester I had a meeting with my

If you fill your head with positive thoughts you start to feel good about yourself. The better your self

This research is found in the Personality and Social Psychology Bulletin, and is written by Marina Schall, Sarah E. Martiny, Thomas Goetz, and Nathan C. Hall. In order to test their hypothesis, the people leading the study first investigated student’s suppression of positive emotions when it comes to getting grades in a real-life classroom setting, where the teacher was to give the student their test grade. As said in the article, suppression is an emotion-regulation strategy by which individuals inhibit their overt emotional expression

His method of testing involved altering the mood of participants with a “test” of verbal abilities, and a subsequent attribution task to measure how affect influenced their perceptions. To alter participants’ moods, a sentence-completion test was used. The average completion score was at nineteen sentences, while the minimum completed by all was fourteen sentences. The “happy” group was told that answering seven to thirteen correctly was “average” and thirteen or higher constituted an “above average” score. The “sad” group was told that “average” was twenty-seven to thirty correct answers, meaning that they were below average. The control group was thanked and told that their answers would help refine the test and were dismissed.

The authors found that self-esteem can be increased via classic conditioning. Consequently, they found that low self-esteem can be raised by applying basic learning principles (Baccus, Baldwin, & Packer, 2004). Their findings support the theory that self-acceptance is influenced by positive feedback from other people. These findings may initiate an effort to research possible methods to increase self-esteem as a means of ridding society of the various social ills that are thought to be caused by low self-esteem. Therefore, future research should also include the effect of the conditioning task on various aspects of social behavior. This in turn, will help determine the amount of influence, if any, that self-esteem has on behavior. The results also suggest that implicit low self-esteem is not permanent and can be modified (Baccus, Baldwin, & Packer, 2004). This provides hope that individuals suffering from implicit low self-esteem can find relief by receiving treatment to increase their self-esteem in an effort to experience a greater sense of well being. This potentially could lead to a method for treating depression.

They found that men tended to have higher scores than women on the Self-assurance subscale in all ten samples they examined, although this difference was small. Moreover, there does not appear to be a clear reason that in our study men had higher scores than women on the surprise subscale. Furthermore, the finding that men rated their moods higher on several subscales was intriguing, since past research that examined the relationship between colors and emotions suggested that women were emotionally oriented and reported more emotional responses to colors than men (Hemphill, 1996).