Kieran Gajraj PSY1206 1 The effect of verifying praise on self-esteem and belonging in groups Gajraj, K. Abstract Different types of praise are received in different ways. The effect that praise will have depends not only on its source and attributions, but also whether such praise goes toward verifying one’s concept of self. In the present study, praise type (verifying or non-verifying) and group values (‘fun-loving’ or ‘studious’) were experimentally manipulated. The findings show a significant positive impact on the self-esteem and sense of belonging in the ‘fun-loving’ group. However, no significant effect was measured on that of the ‘studious’ group. This positive response to group praise is accounted for by affirmation of values of the group’s social identity and the individual’s desire for self-verification. The effect of verifying praise on self-esteem and belonging in groups Framing Process-focussed praise, i.e. “you did that well” has been shown to be a much better motivator for children than person-focussed praise such as “you’re a good boy”, with even positive feedback creating vulnerability (Kamins & Dweck, 1999). Furthermore, studies have shown that praise directed at a child’s effort is a better motivator than praise directed at a child’s ability. If a child scores highly on a test, it is found that ability-based praise e.g. “you’re really clever” results in less task persistence, enjoyment and performance upon failure than those receiving effort-based praise (“you’ve worked really hard”) (Mueller & Dweck, 1998). Those praised for their ability saw this (intelligence) as a fixed trait, leading to more ‘helpless’ responses upon failure. Those praised for their effort showed greater resilience to failure – the belief that ability is not fixed contributed to preserving motivation. This shows, therefore, that our perception of our abilities has a strong impact on our motivation. If we believe we are able to do something, we spend more time and effort trying to achieve this goal. If we arrive at a task with low perceived competence, we are less motivated. Generic language has been shown to be detrimental to performance as it implies societal norms to which we compare ourselves. That is, a boy approaching a task he has been told girls in general are
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Kieran Gajraj PSY1206
1
The effect of verifying praise on self-esteem and belonging in groups Gajraj, K.
Abstract
Different types of praise are received in different ways. The effect that praise will have depends
not only on its source and attributions, but also whether such praise goes toward verifying one’s
concept of self. In the present study, praise type (verifying or non-verifying) and group values
(‘fun-loving’ or ‘studious’) were experimentally manipulated. The findings show a significant
positive impact on the self-esteem and sense of belonging in the ‘fun-loving’ group. However,
no significant effect was measured on that of the ‘studious’ group. This positive response to
group praise is accounted for by affirmation of values of the group’s social identity and the
individual’s desire for self-verification.
The effect of verifying praise on self-esteem and belonging in groups
Framing
Process-focussed praise, i.e. “you did that well” has been shown to be a much better motivator
for children than person-focussed praise such as “you’re a good boy”, with even positive
Journal of Higher Education, Vol. 83, No. 2, 2012, p. 53
What It Means to be a Student at University
University is considered to be a place for students to meet, socialize, and enjoy their newfound freedom for the majority of youth. It serves a purpose to increase social opportunities, without the rules and restrictions of family life. It is a chance to enjoy the last few years of youth without responsibility or commitments. Indeed, this perception of what it means to be a student can be traced throughout the history of higher education in Britain. University culture has always been associated with freedom to explore new social situations and gain new experiences. Decadent student life has been often portrayed in English literature (such as “Hamlet”, “Great Expectations”). More recently, during the 60’s the carefree role of students in society has come to be defined by their rebellious behavior and involvement in fashion and music (e.g., during this time festivals such as Woodstock were established by the student community). To be a student meant to explore areas of life that had been previously considered taboo (such as “sex, drugs, and rock-n-roll”). During the last decade the popularity of becoming a University student has increased. The appeal of student life has been enhanced due to the wealth of socialization opportunities that come with “student culture” which is largely defined by playful and frivolous societies (such as cake club, cocktail society, and call of duty), and fun events such as Safer Sex Ball, Itchy Feet, and Fresher’s Ball. For most young people, being a student means
making the most of such opportunities and experiences. A recent survey found that when asked what they liked most about University, the majority of students mentioned meeting new people and the social life. The centrality of socializing to student life is also demonstrated by extremely high attendance rates at club events such as ‘Carnage U.K.’ (which reports the attendance of 250,000 students across Britain annually). There are also data that demonstrate that students who participate in fun University events and partake in drinking culture are happier, more cheerful and content than those who do not. Overall, it seems that such carefree behaviour is central to student identity. For most students University is a chance to enjoy their independence and freedom through social opportunities.
Journal of Higher Education, Vol. 83, No. 2, 2012, p. 53
What It Means to be a Student at University
University is considered to be a place for students to learn, develop their abilities and acquire new skills. It serves a purpose to broaden one’s horizons, with outcomes such as better qualifications and higher involvement and participation in society. It is an opportunity for hardworking young people to build the foundations for the rest of their lives by taking control and responsibility. Indeed, this perception of what it means to be a student can be traced throughout the history of higher education in Britain. University culture has always been associated with intellectual development and active citizenship. Students have been politically active since the 1880’s, with the formation of student representative councils such as the National Union of Students. More recently, during the 1960’s students played central role in advocating moral and fair political choices. For example, in 1962, students began a series of protests against the Vietnam War to a great effect, and during the 1970's anti-racist protests became widespread. To be a student at that time meant to take responsibility for the world, and to a large extent this remains to be true today. During the last decades the popularity of becoming a student at University has increased. The appeal of higher education has been enhanced due to the wealth of development opportunities that accompany student life. For example, many students use opportunities to enhance their skills
and be involved with important societal problems offered by such groups as debating society, human rights society, course specific and charitable societies. They also make the most from events such as University Challenge, opportunities to gain prestigious academic awards and lecturers from guest speakers, such as leading scientists and business leaders. For most young people, being a student means making the most of opportunities to participate in groundbreaking research and to lead rich intellectual life. A recent survey found that when asked what they liked most about University, the majority of students mentioned discovering new ideas and becoming more knowledgeable and responsible. The importance of intellectual life to students is also demonstrated by high levels of academic achievement in student population overall (with 64% of undergraduate students obtaining a first or 2:1 class degree). Other data reveal that students who participate in University extra-curricular academic events and partake in University citizenship culture are happier, more cheerful and content than those who do not. Overall, it seems that inquisitive and responsible behaviour is central to student identity. For most students University is a chance to take responsibility for one’s development and prepare for one’s adult life by making most from the learning opportunities.
Journal of Higher Education
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APPENDIX B
II. Praise content manipulation
a) Praise for being fun-‐loving
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b) Praise for being responsible
THE EXETER EAGLE | Your Local Newspaper
What are Exeter University Students Up To? By JAMES SINGER Published: August 20, 2012
Exeter university students are active participants in important matters nationwide. Given opportunities offered by University life, students’ number one priority is to make their University time count. Non-government and non-profit organizations such as One voice, Green Peace and Amnesty are all well represented at Exeter University with students offering valuable input. Students actively contribute to political debates across the country with frequent conferences and demonstrations. There are often delegations from Exeter University who play an active role at these events.
Exeter University students are known for the high level of academic achievement they demonstrate – more than 4 in 5 students leave Exeter University with 2:1 or higher. A number of Exeter students win prestigious academic and literary awards. By taking their academic studies and social responsibility seriously, Exeter students embrace this special time in their lives, making the most of their student years. 6 Comments
BRILLIANT, student participation is essential to society…let’s see more of these great initiatives! !
These students are so right to do what they’re doing! It is wonderful to see them taking such a keen interest in current affairs. !
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It’s really nice to see these young people achieving so much success in their studies. Well done!
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These students have their priorities right. It’s true what they say – University years lay the foundation for the rest of your life.
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It truly is encouraging to see the concerted effort Exeter students are making to become active and knowledgeable members of society.
They are absolutely doing the right thing! !
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APPENDIX C
III. Manipulation checks
Value centrality (higher values = being fun-‐loving is more important)
To be a student means to enjoy being young Having a thriving social life is what it means to be a student A central part of being a student is to encounter new, fun experiences Socializing is central to what it means to be a student To be a student means to be hardworking and focused (reversed) A central part of being a student is being responsible (reversed) Studying hard is central to what it means to be a student (reversed) Gaining academic success is central to being a student (reversed) Being a student means to be focused on getting a good degree (reversed)
Praise content
Please briefly summarize the content of the article. Were the readers’ comments positive or negative? _________________________
IV. Dependent (outcome) measures
Group-‐based esteem
I feel that Exeter University students are people of worth, at least on an equal plane with others Exeter University students have a number of good qualities I think that most Exeter University students are able to do things as well as most other people Exeter University students do not have much to be proud of (reversed) Exeter University students are useless (reversed)
Connection with the group (identification)
Generally, I feel good when I think about myself as Exeter student I have a lot in common with other Exeter students
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In general, being a student in Exeter is an important part of my self-‐image In general, I am glad to be a student in Exeter