Volume 7, Number 2 / April issue 2021
Lori Powell
Using praise effectively: A brief evaluation

Educators are charged with appropriately managing a vast array of factors for students to learn. Motivation is but one of those factors. There is an impact on motivation when praise is extended in the classroom. The most productive method of praise changes as students age. Other factors impact the best use of praise such as socioeconomic status, gender, and ethnicity. Benefitting student’s motivation through praise can be impactful as they age and develop. As such, understanding motivation and the impact of praise is critical.
Keywords: praise, motivation, intrinsic, extrinsic, educational psychology

Cite this article:
Lori Powell. Using praise effectively: A brief evaluation. Acta Scientiae et Intellectus, 7(2)2021, 116-120.


  1. Bartholomew, D. (1993). Effective strategies for praising students. Music Educators Journal, 80(3), 40.
  2. Cook, J. (2003). Motivating Through Extrinsic and Intrinsic Rewards. American Music Teacher, 53(2), 41-42.
  3. Droe, K.L. (2013). Effect of Verbal Praise on Achievement Goal Orientation, Motivation, and Performance Attribution. Journal of Music Teacher Education, 23(1), 63-78.
  4. Dudley, L.L., Axe, J.B., Allen, R.F., & Sweeney, K.E.J. (2019). Establishing praise as a conditioned reinforcer: Pairing with one versus multiple reinforcers. Behavioral Interventions, 34(4), 534-552.
  5. Durwin, C.C. & Reese-Weber, M. (2021). EdPsych modules (4th ed.). Los Angeles, CA: Sage.
  6. Floress, M.T., & Beschta, S.L. (2018). An analysis of general education teachers’ use of diverse praise. Psychology in the Schools, 55(10), 1188-1204.
  7. Kakinuma, K., Nishiguti, F., Sonoda, K., Tajiri, H., & Tanaka, A. (2020). The Negative Effect of Ability-Focused Praise on the “Praiser’s” Intrinsic Motivation: Face-to-Face Interaction. Frontiers in Psychology, 11.
  8. Markelz, A.M., Taylor, J.C., Kitchen, T., Riccomini, P.J., Catherine Scheeler, M., & McNaughton, D.B. (2019). Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise. Exceptional Children, 85(4), 471-489.
  9. Morris, B. & Zentall, S. (2014). High fives motivate: The effects of gestural and ambiguous verbal praise on motivation. Frontiers in Psychology, 5.
  10. Shora, N., & Hott, B. (2016). “Good Job!” Isn’t Good Enough: 5 Tips for Using Praise Effectively. New Teacher Advocate, 23(4), 4-5.
  11. Weaver, A.D., & Watson, T.S. (2004). An Idiographic Investigation of the Effects of Ability and Effort-Based Praise On Math Performance and Persistence. Behavior Analyst Today, 5(4), 381-390.