Effect of Verbal Praise on Achievement Goal Orientation, Motivation, and Performance Attribution

doi:10.1177/1057083712458592

Paper

Effect of Verbal Praise on Achievement Goal Orientation, Motivation, and Performance Attribution

Published Oct 1, 2013 · Kevin L. Droe

Journal of Music Teacher Education

Q1 SJR score

30

Citations

4

Influential Citations

Full text

Semantic Scholar

Abstract

The purpose of this study was to examine the effects of verbal praise. Modeled after the work of Mueller and Dweck, participants were 87 fourth-grade students who each took a simple rhythm-tapping test and were assigned one of three treatments: (a) verbal praise for effort, (b) verbal praise for talent, or (c) no praise. Each student was then asked to select an achievement goal (performance or learning) followed by a second rhythm-tapping test of challenging rhythms. Following both tasks, students were asked to rate measures of motivation and performance attribution. Results indicated that students who received praise for effort more often selected learning goals and reported a higher attitude toward task persistence. Students who received praise for talent more frequently selected performance goals. Results suggest that music teachers and teacher educators might examine the use of verbal praise and reconsider how the idea of talent or ability is conveyed within the context of a music classroom.

Non-RCT

Study Snapshot

Key takeawayVerbal praise for effort increases motivation and task persistence, while praise for talent promotes performance goals in music students.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

Paper

Effect of Verbal Praise on Achievement Goal Orientation, Motivation, and Performance Attribution

References

The Council for Research in Music Education

Adult community band musicians are generally healthy, well-educated, and engaged in music making throughout their lives, with minimal difference between those who learned to play their instrument in school and those who did not.

Students’ motivation in studying music: The Hong Kong context

Students in Hong Kong show a decline in competence beliefs and values and increased task difficulty in studying music compared to other subjects, with a focus on financial success rather than holistic human development.

Students’ motivation to study music: The United States of America

Music learners in the USA have higher motivational profiles for music and some other school subjects, but interest in music study is lower in school compared to other subjects.

Relationships among Impulsivity, Achievement Goal Motivation, and the Music Practice of High School Wind Players

Impulsiveness, venturesomeness, and mastery-approach motivation significantly predict performance achievement in high school wind players, with small correlations between impulsivity and practice behaviors.

How Does Motivation Develop and Why Does It Change? Reframing Motivation Research

Reframing motivation research in education from beliefs to transactions can provide better explanations of behavior origins and outcomes, benefiting both researchers and practitioners.

Citations

A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence

This paper proposes a developmental model of Need for Cognition (NFC) based on the Cognitive Adaptation Trait Theory (CATT) and suggests strategies to foster its development in childhood and adolescence.

Designing Homework Support Tools for Middle School Mathematics Using Intelligent Tutoring Systems

Students prefer system-recommended goals for math homework, value goal difficulty feedback, and value data-driven feedback to foster autonomy and equity in learning.

Trauma-Informed Classroom Management in Music Education: A Literature Review

Trauma-informed classroom management in music education supports healing without triggering trauma responses, enhancing the learning experience for trauma-affected students.

From Participation to Consumption: The Role of Self-Concept in Creating Shared Values Among Sport Consumers

Enhancing consumers' sport self-concept through sincere interest from employees can promote sport participation and drive consumption, leading to both social and economic value for sport organizations.

Adolescent Self-Theories of Singing Ability Within a Choral Hierarchy

Adolescents with higher self-concept and implicit theory scores tend to perform better in a choral hierarchy, but failure scenarios can lower self-concept and shame, especially for female-identifying participants.

Developing Filipino ESL Learners’ Reading Performance through Effort Praise: A Growth Mindset Reading Intervention

Effort praise from teachers significantly improves reading performance for Filipino ESL learners with a growth mindset, while a fixed mindset hinders their performance.

Effects of effort praise on struggling Filipino ESL readers’ motivation and mindset

Effort praise can improve reading motivation and mindset in struggling Filipino ESL students, but its effects may be short-term.

Co-constructing knowledge with youth: what high-school aged mentors say and do to support their mentees’ autonomy, belonging, and competence

High-school mentors can effectively co-create language and practices to support their elementary-aged mentees' feelings of autonomy, belonging, and competence, leading to positive relationships in cross-age peer mentoring.