小学校1〜3年生のほめられる前後の認知と動機づけの関連

概要

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This study investigated children's cognition before and after they were praised and the subsequent effects of praise on their motivation. First, second, and third graders were interviewed about experiences in which being praised served to motivate them,reasons they felt motivated,and when they considered these reasons (before or after being praised). Students who felt motivated before being praised reported past experiences of receiving praise that were similar to the present experiences. They also reported instances of receiving instructions before being praised; for example, one student said "I was praised for my nice handwriting by the teacher, and even before my teacher praised me, my mother had told me it's better to write neatly." Students who felt motivated after being praised reported that they realized the importance of the activity for which they were praised. Both groups thought the activity was enjoyable and were interested in it before or after being praised. They also reported difficulty in performing it before being praised.
2013-03-31