The usefulness of specific praise

last updated:October 2007

We chose this case study because it links to the main study’s findings on helpful forms of praise. The study investigated the impact of different types of praise. It showed that praise that provided informative and specific feedback on the processes and outputs of pupils’ work helped to promote effort, persistence and progress. It involved four teachers in two English primary schools and 109 Year 4 pupils aged eight to nine years.

The researchers introduced the teachers to two different types of praise, which they called positive praise and specific praise. The teachers then used one of the two types of praise during daily numeracy lessons with their class. Each type of praise was used by two of the teachers.

Positive praise expressed approval, affirmed a correct answer, or gave general, positive reinforcement for aspects of behaviour, for example, 'well done', 'nice job' or 'clever girl'.

Specific praise expressed approval and also explicitly linked the praise to actions taken by the pupil.  It described precisely the behaviour or aspect of work that was being praised, for example, 'it is clear that your essay was thoroughly researched and it provides quality evidence to support your conclusions'.

The study found that both types of praise increased the time pupils spent concentrating on their work and seemed to make them generally happier. In addition, the specific praise had the following positive effects on pupils:

• they became more aware of what made them successful at tasks 
• they became more capable of dealing positively with failure when they received explanations about successful academic performance 
• they became more open to challenge and willing to attempt difficult tasks 
• they became more settled during group work.

The teachers involved in the study reported that they had become more aware of the praise they gave and that they praised pupils more frequently. Although they found it easier to praise groups than individuals, the study helped them pay more attention to precisely who and what they were praising.

Reference:  Chalk, K & Lewis, A. B (2004) Specific Praise Improves On-task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in numeracy hour Educational Psychology in Practice Vol. 20 (4), pp.335-351

An online summary of this study is available at: http://networkedlearning.ncsl.org.uk/knowledge-base/bibliography/research-summary-praise-be-the-effects-of-praise-on-student-behaviour.doc