The effects of praise on children's intrinsic motivation: a review and synthesis.

By Jennifer Henderlong, M. Lepper. Psychological bulletin, 2002

671 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8d0f65c3b892fe622146c42154b1b75943bf0688

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers (2008, positive): “For example, Deci, Koestner, and Ryan (1999), and Henderlong and Lepper (2002) showed that praise can be perceived as either informational (i.e., it provides the person with information about his/her competence) or controlling (i.e., it conditions a person to engage in a particular behavior).”
A Meta-Analysis of Negative Feedback on Intrinsic Motivation (2018, background): “Moreover, negative feedback may inherently call attention to the controlling behavior of evaluators, thereby shifting an individual’s perceived locus of causality from being more internal to more external and, in turn, dampening IM (Henderlong and Lepper 2002).”
Bringing parenting interventions back to the future: How randomized microtrials may benefit parenting intervention efficacy (2015, neutral): “…example, praise that is directed toward children’s personal qualities tends to backﬁre and predisposes children to evaluate themselves more negatively when they fail, compared to praise directed toward children’s behavior (Brummelman et al., 2014; Henderlong & Lepper, 2002; Kamins & Dweck, 1999).”
The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors (2006, background): “However, this research also suggests that providing positive feedback is a more complex than it might appear (Henderlong & Lepper, 2002), insofar as a feedback can be perceived as either informational (i.e., provides the person with information about his/her competence) or as controlling (i.e., it…”
Taking stock of the developmental literature on shame (2005, background): “It may undermine intrinsic motivation, foster a sense of contingent self-worth and helplessness, and create self-consciousness that heightens negative self-awareness and disrupts performance (Henderlong & Lepper, 2002; Kamins & Dweck, 1999).”
Intrinsic and Extrinsic Motivation in Sport and Physical Activity: A Review and a Look at the Future (2012, background): “For instance, a review of the literature by Henderlong and Lepper (2002) underscored that praise must be used with caution as it can increase, decrease, or have no effects on children’s intrinsic motivation.”
The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness (2014, background): “Following Dweck and colleagues (e.g., Cimpian et al., 2007; Kamins & Dweck, 1999; see also Henderlong & Lepper, 2002), (b) and (c) above are closely related issues as person feedback and person praise, respectively (in contrast to process feedback and process praise, respectively), promotes the…”
The coach–athlete relationship: a motivational model (2003, background): “Hence, to the extent that athletes perceive that their coach allows them to feel competent, connected with others and autonomous in their behaviours, they will experience heightened intrinsic motivation because their basic psychological needs will be satisfied.”
Online peer assessment: effects of cognitive and affective feedback (2011, background): “Henderlong and Lepper (2002) found that praise enhances intrinsic motivation and maintains interest when it encourages performance attributions, promotes a sense of autonomy, and provides positive information about personal competence.”
Encouraging girls in math and science: IES Practice Guide (2007, background): “48 Henderlong and Lepper (2002) provide a recent discussion of the research on praise.”
The Intersection of Culture and Achievement Motivation. (2011, background): ““Extrinsic motivation” refers to engagement2 generated by external forces, such as rewards or incentives (Henderlong & Lepper, 2002).”