Abstract

This study investigated the effectiveness of process-related praise, applied after a series of failures, as compared to trait-related praise and no feedback. Reaction to praise following social-skills tasks was compared to that following intellectual-skills tasks. Affect and self-esteem in the domains of intelligence and social sensitivity were measured three times. The study was conducted using a 3 × 2 experimental design. Participants (167 high school students) completed five sets of tasks and received fictitious feedback. The feedback after the first three sets suggested failure and after the remaining two suggested success. The content of praise was trait-related or process-related. Receiving praise after a series of failures led to an increase in the recipients’ affect and self-perceived intelligence compared to the control group, regardless of what kind of praise it was. The content of tasks was not significant to the effects obtained. No changes occurred in self-perceived social sensitivity.

摘要

这项研究调查了与过程相关的表扬和无反馈相比，在一系列失败之后应用的过程相关表扬的有效性。将社交技能任务后对赞美的反应与智力技能任务后对赞美的反应进行了比较。对智力和社会敏感性领域的影响和自尊进行了三次测量。该研究使用3×2实验设计进行。参与者（167名高中学生）完成了五组任务，并收到了虚拟的反馈。前三组后的反馈表明失败，而其余两组后的反馈表明成功。表扬的内容与特质有关或与过程有关。与对照组相比，在一系列失败之后获得称赞的原因导致接受者的情感和自我感知的智力提高，不管是什么样的赞美。任务的内容对获得的效果并不重要。自我感知的社会敏感性没有变化。