Journal
EDUCATIONAL PSYCHOLOGY
Volume 40, Issue 10, Pages 1306-1322Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/01443410.2020.1711872
Keywords
Praise; reprimands; classroom management; elementary schools
Funding
- Institute of Education Sciences, U.S. Department of Education
- Brigham Young University
- Vanderbilt University [R324A120344]
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Although many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of teachers' PRRs on their students' on-task behaviour. Although no PRR threshold (e.g. 3:1, 4:1) was found where behaviour dramatically improved, a positive linear relationship was evident, showing that the higher the teachers' PRR, the higher the students' on-task behaviour percentage. Limitations and implications are discussed.
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