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Direct linkHajimu Hayashi; Ayumi Matsumoto; Minehiro Akagawa – European Journal of Developmental Psychology, 2025
This study examined the development of the evaluation of praise that differs in congruence between what the praiser is praising (i.e. effort or ability) and what led the recipient to succeed. Children aged 7 and 8 years (second graders) and 10 and 11 years (fifth graders), as well as adults, made emotional and motivational evaluations about…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Grade 5
Watanabe, Yayoi; Ikeda, Maiko; Saeki, Elina; Higashida, Mayu – International Journal of School & Educational Psychology, 2023
This quasi-experimental, mixed methods study explored student perceptions of class climate before and after implementation of a two-week social and emotional learning (SEL) intervention in elementary classrooms in Japan. The sample consisted of 131 second and third grade students. A one-time SEL lesson focusing on offering kind words to peers was…
Descriptors: Social Emotional Learning, Elementary School Students, Educational Environment, Foreign Countries
Niwayama, Kazuki; Maeda, Yosuke; Kaneyama, Yumi; Sato, Hiroshi – Preventing School Failure, 2020
This study examined the effects of teacher self-monitoring combined with peer teacher feedback on their use of behavior-specific praise (BSP). We also examined its effect on children's academic engagement. The study was conducted in general education classrooms at a Japanese elementary school using a multiple-probe design across participants.…
Descriptors: Positive Reinforcement, Feedback (Response), Peer Evaluation, Peer Teaching
