Elementary School Children’s Response to Praise Following Failure

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  • 児童期における失敗場面でのほめ言葉に対する反応
  • ジドウキ ニ オケル シッパイ バメン デ ノ ホメ コトバ ニ タイスル ハンノウ

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Abstract

<p>  Parents and teachers sometimes praise children after they have failed at doing something. However, few researchers have examined the impact of insincere praise that follows failure. Japanese elementary school children (N=455; ages 6 to 12 years) answered a questionnaire that included tasks assessing their responses in a hypothetical scenario demonstrating praise after failure and measures of second-order false belief understanding and academic engagement. In the hypothetical scenario, a child failed a mathematics question, but the child's teacher nevertheless provided praise for the child's performance (outcome condition) or for the child's effort (effort condition). The results suggested that, when praise followed failure, the older children responded more negatively than the younger children did. The children with lower emotional engagement exhibited more negative responses to praise. In addition, for the children with high behavioral engagement in the outcome condition, second-order false belief understanding was negatively associated with anger after the child's failed performance had been praised. These findings highlight the importance of considering both socio-cognitive development and individual differences in academic engagement when praising children.</p>

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