A comparison of real‐time and delayed visual performance feedback on teacher praise

Bibliographic Data

ID21375676
AuthorsElizabeth Lown (University of Southern Mississippi), Elizabeth L Lown (School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA), Keith C Radley (0000-0001-6155-9666, Department of Educational Psychology University of Utah Salt Lake City Utah USA, corresponding author), Evan H Dart (0000-0003-4437-5632, Department of Educational and Psychological Studies University of South Florida Tampa Florida USA), Brad A Dufrene (0000-0003-4816-9385, School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA), Daniel H Tingstrom (School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA), Lynda Hayes (School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA), Jennifer Tannehill (School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA)
Year2021
Volume58
Issue5
Pages804-817
Publication date2021-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22469
OpenAlexW3112019081
LanguageEN
Citations received1
References cited32

A number of researchers have found behavior‐specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real‐time visual performance feedback, on the use of BSP by Head Start teachers. The primary outcome of the study was teacher use of BSP, with student academic engagement behavior being evaluated as a secondary dependent variable. Results from the study indicated that both procedures resulted in increases in teacher use of BSP, with little differentiation between performance feedback strategies. Similarly, both strategies received high ratings of social validity from participating teachers

Mathematics education · Outcome (game theory) · Praise · Student engagement · Visual feedback · Behavioral and Psychological Studies · Computer Science · Early Childhood Education and Development · Education Discipline and Inequality · Psychology · Social Psychology

Tools

Open DOI