학술논문
The Role of Descriptive and Non-Specific Outcome-Oriented Praise in Child Self-Esteem: A Multiphase, Multimethod Investigation.
Document Type
Article
Source
Subject
*MENTAL orientation
*SELF-evaluation
*CROSS-sectional method
*PREDICTION models
*MOTHERS
*QUESTIONNAIRES
*PRAISE
*SOCIAL role
*PARENTING
*DESCRIPTIVE statistics
*MULTIVARIATE analysis
*EXPERIMENTAL design
*WORLD health
*RESEARCH methodology
*ANALYSIS of variance
*NATIONAL competency-based educational tests
*COMPARATIVE studies
*MOTHER-child relationship
*SELF-perception
*SOCIAL classes
*EVALUATION
*CHILDREN
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Language
ISSN
1062-1024
Abstract
Praise may have different effects on child self-esteem, depending on its informational and evaluative value. In this multiphase, multimethod investigation, we assessed the interplaying role of two outcome-oriented praises that differed in their informational and evaluative value (i.e., descriptive and non-specific praise) on indicators of child self-esteem. In phase 177 mothers reported on their usage of descriptive and non-specific praise, while their child (M = 10.09 years old) reported on their level of self-esteem. In phase 2, a subsample of 43 children completed an experimental art task during which an experimenter offered either descriptive or non-specific praise. Children then rated their competence at that task. Results from phase 1 showed that mother usage of descriptive and non-specific praise interacted to predict child self-esteem. Specifically, the relation between descriptive praise and child self-esteem was positive (vs. non-significant) when mothers used moderate to high (vs. low) amounts of non-specific praise. Furthermore, the relation between non-specific praise and child self-esteem was negative (vs. non-significant) when mothers used low (vs. moderate to high) levels of descriptive praise. Results from phase 2 showed that differences between descriptive and non-specific praise conditions emerged on child perceived competence for children reporting lower (but not higher) global self-esteem. Specifically, children with lower global self-esteem rated themselves as more competent when given descriptive (rather than non-specific) praise. Results underlie the relevance of including descriptive elements when offering outcome-oriented praise to children. They also advance the field by identifying different ways to offer outcome-oriented praise. Highlights: Compared to non-specific praise, descriptive praise is believed to be more informational. Descriptive praise is positively linked to child self-esteem when mothers combine it with non-specific praise. Non-specific praise is negatively linked to child self-esteem when mothers don't combine it with descriptive praise. Children with lower (vs. higher) global self-esteem respond better (vs. similarly) to descriptive praise, compared to non-specific praise. [ABSTRACT FROM AUTHOR]