Understanding When Parental Praise Leads to Optimal Child Outcomes: Role of Perceived Praise Accuracy

Social Psychological and Personality Science

Volumn 8, Issue 6, 2017, Pages 679-688

  Lee, Hae In ^a   Kim, Young Hoon ^a   Kesebir, Pelin ^b   Han, Da Eun ^a  

^a Yonsei University   (South Korea)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

academic performance; depression; parental praise; perceived accuracy

Indexed keywords

EID: 85030679239     PISSN: 19485506     EISSN: 19485514     Source Type: Journal    
DOI: 10.1177/1948550616683020     Document Type: Article

References (35)

1. Barker G. P., Graham S., (1987). Developmental study of praise and blame as attributional cues. Journal of Educational Psychology, 79, 62–66.
2. Baumeister R. F., Hutton D. G., Cairns K. J., (1990). Negative effects of praise on skilled performance. Basic and Applied Social Psychology, 11, 131–148. doi:10.1207/s15324834basp1102_2
3. Beck A. T., Steer R. A., Brown G. K., (1996). Beck Depression Inventory-II. San Antonio, TX: The Psychological Corporation.
4. Brummelman E., Thomaes S., de Castro B. O., Overbeek G., Bushman B. J., (2014). “That’s not just beautiful—that’s incredibly beautiful!” The adverse impact of inflated praise on children with low self-esteem. Psychological Science, 728–735. doi:10.1177/0956797613514251
5. Cameron J., Pierce W. D., (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363–423. doi:10.3102/00346543064003363
6. Cimpian A., Arce H. M. C., Markman E. M., Dweck C. S., (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18, 314–316. doi:10.1111/j.1467-9280.2007.01896.x
7. Delin C. R., Baumeister R. F., (1994). Praise: More than just social reinforcement. Journal for the Theory of Social Behaviour, 24, 219–241. doi:10.1111/j.1468-5914.1994.tb00254.x
8. Garner P. W., (2006). Prediction of prosocial and emotional competence from maternal behavior in African American preschoolers. Cultural Diversity and Ethnic Minority Psychology, 12, 179–198. doi:10.1037/1099-9809.12.2.179
9. Gunderson E. A., Gripshover S. J., Romero C., Dweck C. S., Goldin-Meadow S., Levine S. C., (2013). Parent praise to 1- to 3-year-olds predicts children’s motivational frameworks 5 years later. Child Development, 84, 1526–1541. doi:10.1111/cdev.12064
10. Grusec J. E., (1991). Socializing concern for others in the home. Developmental Psychology, 27, 338–342. doi:10.1037/0012-1649.27.2.338
11. Harari O., Covington M. V., (1981). Reactions to achievement behavior from a teacher and student perspective: A developmental analysis. American Educational Research Journal, 18, 15–28.
12. Hastings P. D., McShane K. E., Parker R., Ladha F., (2007). Ready to make nice: Parental socialization of young sons’ and daughters’ prosocial behaviors with peers. The Journal of Genetic Psychology, 168, 177–200. doi:10.3200/GNTP.168.2.177-200
13. Henderlong J., Lepper M. R., (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128, 774–795. doi:10.1037/0033-2909.128.5.774
14. Ilgen D. R., Fisher C. D., Taylor M. S., (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64, 349–371.
15. Judd C. M., McClelland G. H., Ryan C. S., (2011). Data analysis: A model comparison approach. New York, NY: Routledge.
16. Kamins M. L., Dweck C. S., (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835–847. doi:10.1037/0012-1649.35.3.835
17. Kast A., Connor K., (1988). Sex and age differences in responses to informational and controlling feedback. Personality and Social Psychology Bulletin, 14, 514–523. doi:10.1177/0146167288143010
18. Kim Y. H., Chiu C. Y., (2011). Emotional costs of inaccurate self-assessments: Both self-effacement and self-enhancement can lead to dejection. Emotion, 11, 1096–1104. doi:10.1037/a0025478
19. Kim Y. H., Chiu C. Y., Zou Z., (2010). Know thyself: Misperceptions of actual performance undermine achievement motivation, future performance, and subjective well-being. Journal of Personality and Social Psychology, 99, 395–409. doi:10.1037/a0020555
20. Kinicki A. J., Prussia G. E., Wu B. J., McKee-Ryan F. M., (2004). A covariance structure analysis of employees’ response to performance feedback. Journal of Applied Psychology, 89, 1057–1069. doi:10.1037/0021-9010.89.6.1057
21. Kohn A., (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. New York, NY: Houghton Mifflin.
22. Kun A., Parsons J. E., (1974). Development of integration processes using ability and effort information to predict outcome. Developmental Psychology, 10, 721–732.
23. Lepper M. R., Greene D. E., (1978). The hidden costs of reward: New perspectives on the psychology of human motivation. Oxford, England: Lawrence Erlbaum.
24. Meyer W.-U., Bachmann M., Biermann U., Hempelmann M., Ploger F.-O., Spiller H., (1979). The informational value of evaluative behavior: Influences of praise and blame on perceptions of ability. Journal of Educational Psychology, 71, 259–268.
25. Miller A. T., Hom H. L., (1997). Conceptions of ability and the interpretation of praise, blame, and material rewards. Journal of Experimental Education, 65, 163–177.
26. Miller P. J., Wang S. H., Sandel T., Cho G. E., (2002). Self-esteem as folk theory: A comparison of European American and Taiwanese mothers’ beliefs. Parenting: Science and Practice, 2, 209–239.
27. Mueller C. M., Dweck C. S., (1996, 04). Implicit theories of intelligence: Relation of parental beliefs to children’s expectations. Poster session presented at Head Start’s Third National Research Conference, Washington, DC.
28. Mueller C. M., Dweck C. S., (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33–52. doi:10.1037/0022-3514.75.1.33
29. Murayama K., Pekrun R., Suzuki M., Marsh H. W., Lichtenfeld S., (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111, 766–779.
30. Nicholls J. G., (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800–814.
31. Pomerantz E. M., Kempner S. G., (2013). Mothers’ daily person and process praise: Implications for children’s theory of intelligence and motivation, Developmental Psychology, 49, 2040–2046. doi:10.1037/a0031840
32. Reid B. V., Valsiner J., (1986). Consistency, praise, and love: Folk theories of American parents. Ethos, 14, 282–304.
33. Seligman M. E., Reivich K., Jaycox L., Gillham J., (1995). The optimistic child. Boston, MA: Houghton, Mifflin, & Co.
34. Taylor M. S., Fisher C. D., Ilgen D. R., (1984). Individual’s reactions to performance feedback in organizations: A control theory perspective. In Rowland K. M., Ferris G. R., (Eds.), Research in personnel and human resources management (Vol. 2, pp. 81–124). Greenwich, CT: JAI Press.
35. Weiner B., (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage.