Motivation in the art room : effects of teacher praise on student motivation
Graduate Research Study Conducted by Gabrielle Frohock
Abstract:
Previous research on the topic has found praise for effort to have the most positive effect on student’s achievement and motivation in the classroom. Contrary to this belief, a study conducted in a high school art classroom demonstrated that praise for effort may not be the only useful form of feedback in a creative classroom environment in order to promote the most motivation and participation. Through the use of quantitative and qualitative methods, three forms of teacher given feedback were addressed, person praise, also known as praise for intelligence, praise for effort, and objective feedback. All participants from each of the research groups displayed some degree of improvement on self-worth measurement scales from beginning to end of the study. Participants receiving praise for effort marked a decline in their belief of their own memorization abilities. There was also a measured decline in willingness to participate from the participant receiving praise for effort. These findings have important implications for how motivation is best encouraged in the art classroom. The findings also begin to provide insight into more theoretical issues such as students’ self-worth or general academic self-concept, and willingness to participate in classroom activities.
Previous research on the topic has found praise for effort to have the most positive effect on student’s achievement and motivation in the classroom. Contrary to this belief, a study conducted in a high school art classroom demonstrated that praise for effort may not be the only useful form of feedback in a creative classroom environment in order to promote the most motivation and participation. Through the use of quantitative and qualitative methods, three forms of teacher given feedback were addressed, person praise, also known as praise for intelligence, praise for effort, and objective feedback. All participants from each of the research groups displayed some degree of improvement on self-worth measurement scales from beginning to end of the study. Participants receiving praise for effort marked a decline in their belief of their own memorization abilities. There was also a measured decline in willingness to participate from the participant receiving praise for effort. These findings have important implications for how motivation is best encouraged in the art classroom. The findings also begin to provide insight into more theoretical issues such as students’ self-worth or general academic self-concept, and willingness to participate in classroom activities.
Motivation in the Art Room: Effects of Teacher Praise on Student Motivation | |
File Size: | 85 kb |
File Type: | docx |