Department of Psychology, Eastern Illinois University.
Sch Psychol. 2022 Jan;37(1):15-25. doi: 10.1037/spq0000482. Epub 2021 Oct 7.
This exploratory study expands the literature on teachers' natural use of praise and reprimand, in terms of how teachers deliver praise and reprimand. Sixty-six middle and high school teachers' delivery of praise and reprimand to individual, small groups, and large groups during a 20-min observation were examined. Teachers delivered significantly more general praise (GP) to individual students, rather than small groups or large groups. However, there was no significant difference in teachers' delivery of behavior-specific praise (BSP) to individual, small groups, or large groups of students. Teachers delivered significantly more mild reprimand to individual students compared to small groups; however, no significant differences were found between mild reprimand delivery to individual and large groups of students. Implications and suggestions for future research are offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
本探索性研究扩展了关于教师自然使用表扬和批评的文献，具体涉及教师表扬和批评的方式。本研究观察了 66 位中学和高中教师在 20 分钟内对个别学生、小组和全班学生进行表扬和批评的情况。教师更倾向于对个别学生给予一般性表扬（GP），而不是小组或全班学生。然而，教师对个别、小组或全班学生给予行为具体表扬（BSP）的方式没有显著差异。与小组相比，教师对个别学生的轻微训斥更为明显；然而，对个别学生和全班学生的轻微训斥方式没有显著差异。为未来的研究提供了启示和建议。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
