Abstract

Considerable research has shown that receiving effort-focused praise affects motivation positively, while ability-focused praise affects motivation negatively. However, these studies have investigated only the effects on the one receiving praise (the praisee). Therefore, we examined the effects of praise on the one offering praise (the praiser), focusing on the student-to-student context. With consideration to previous studies addressing effects of communication on the communicator, we predicted that praise would have the same effects on the praiser as on the praisee. Study 1, a correlational study in a realistic hypothetical scenario situation, revealed that frequency of offering ability-focused praise was negatively related to endorsement of the growth mindset. Study 2, a scenario-based experiment, revealed that participants who had offered ability-focused praise reported less task enjoyment than participants who had offered objective feedback, although there was no significant difference in growth mindset. Study 3, an interpersonal experiment in a laboratory, replicated the negative relational pattern between ability-focused praise and the praiser’s task enjoyment while also revealing the same pattern in the praiser’s positive outcome emotions: pride and hope. These findings on the negative effect of ability-focused praise on the praiser have critical implications for education, wherein praise is often used.

摘要

大量研究表明，接受以努力为中心的表扬会对动机产生积极影响，而以能力为中心的表扬则会对动机产生负面影响。然而，这些研究只调查了对接受表扬者（被表扬者）的影响。因此，我们研究了表扬对提供表扬者（表扬者）的影响，重点关注学生与学生之间的环境。考虑到之前关于沟通对沟通者影响的研究，我们预测赞美对赞美者的影响与对被赞美者的影响相同。研究 1 是在现实假设情景中进行的一项相关性研究，表明提供以能力为中心的表扬的频率与对成长型心态的认可呈负相关。研究 2，基于场景的实验，显示提供以能力为中心的表扬的参与者比提供客观反馈的参与者报告的任务享受更少，尽管在成长心态方面没有显着差异。研究 3 是在实验室进行的一项人际实验，它复制了以能力为中心的表扬与表扬者的任务享受之间的负相关模式，同时也揭示了表扬者的积极结果情绪中的相同模式：骄傲和希望。这些关于以能力为中心的表扬对表扬者的负面影响的研究结果对经常使用表扬的教育具有重要意义。复制了以能力为中心的表扬与表扬者的任务享受之间的负相关模式，同时也揭示了表扬者的积极结果情绪中的相同模式：自豪和希望。这些关于以能力为中心的表扬对表扬者的负面影响的研究结果对经常使用表扬的教育具有重要意义。复制了以能力为中心的表扬与表扬者的任务享受之间的负相关模式，同时也揭示了表扬者的积极结果情绪中的相同模式：自豪和希望。这些关于以能力为中心的表扬对表扬者的负面影响的研究结果对经常使用表扬的教育具有重要意义。