Increasing Teachers’ Praise for Their Students Increases Students’ Enjoyment of School and Teachers’ Work Engagement

Yuya Iijima, Tatsuto Yamada, T. Katsuragawa
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Abstract

The present study examined the processes and effects of teachers ' praise on their students ' enjoyment of school and teachers ' engagement in their work. The research was done with 4 teachers ( 2 men, 2 women) at 1 junior high school. The duration of baseline differed across teachers. The intervention at the end of the baseline period consisted of a lecture given to the teachers regarding the nature of praise and how to deliver praise to their students, plus training in self-recording. After that, the teachers recorded the praise that they gave to their students during 1 class period daily for 4 weeks. The teachers completed questionnaires once a week from the beginning of the baseline period to the end of the intervention. In addition, each teacher participated in a 30 -minute semi-structured interview. Their students ( N =267 : 96 in 7 th grade, 111 in 8 th grade, and 60 in 9 th grade) completed questionnaires at the beginning and end of the intervention period. The results suggested that the students ' enjoyment of school increased in classes in which teachers ' use of praise increased. Analysis of the data from the teachers suggested that their work engagement increased with an increase in their use of praise. Experiencing the effects of using praise was directly related to teachers ' increased work engagement and to changes in the teachers ' perception of their students. The teachers ' praise for the students appeared to contribute to increased adjustment to school for both the students and the teachers. The discussion deals with the importance of interaction and correspondence between the teachers ' praise and the students ' experience of being praised.
增加教师对学生的表扬可以增加学生对学校的享受和教师的工作投入
本研究考察了教师表扬对学生学习乐趣和教师工作投入的过程和影响。研究对象为1所初中的4名教师(2男2女)。基线持续时间在教师之间存在差异。基线期结束时的干预包括给老师们上一堂关于表扬的本质和如何向学生表达表扬的讲座,以及自我记录的训练。之后,老师们记录了他们在4周内每天1节课给学生的表扬。从基线期开始到干预结束,教师每周完成一次问卷调查。此外,每位教师都参加了30分钟的半结构化访谈。他们的学生(N =267: 7年级96名,8年级111名,9年级60名)在干预期开始和结束时完成了问卷调查。结果表明,在教师使用表扬越多的课堂上,学生对学校的享受程度越高。对教师数据的分析表明,他们的工作投入随着表扬次数的增加而增加。体验使用表扬的效果与教师工作投入的增加和教师对学生的看法的变化直接相关。老师对学生的表扬似乎有助于学生和老师对学校的适应。讨论了教师表扬与学生被表扬体验之间的互动和对应关系的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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