Background: It is widely recommended for teachers to provide positive feedback to foster the development and maintenance of children's motivation and perseverance. However, not all positive feedback has positive consequences and an important differentiation can be made between positive person-oriented feedback (i.e. 'you are very talented') and…

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…

The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to…

Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the development of academic values (intrinsic value, emotional cost) and if this process differs across same-sex friendship dyads. We drew on data collected in a two-wave longitudinal study in Germany. The…

Social dominance goals have been conceptualized as orientations toward powerful and prominent positions in the peer group. Although previous studies have identified social dominance goals as one of the main motivations behind bullying, few studies have disentangled the time-invariant (average level) from the time-varying (year-to-year) effects of…

The purpose of this study was to examine in detail the relationship between perceived parental involvement in homework (content-oriented and autonomy-oriented forms of involvement) and students' homework behavior (homework time, homework time management, and amount of homework completed). The study also looked at how the relationships between…

Spanking and parental verbal aggression are potentially toxic stressors that can negatively affect children's academic achievement by disrupting mental skills like executive function. Yet little empirical evidence has been provided for this mediating pathway. This study used data from the Early Childhood Longitudinal Study Kindergarten Cohort of…

Over the past 25 years, research and practical experience have supported investments in strategies to encourage all students to behave according to agreed-upon expectations. In collaboration with expert panelists, the What Works Clearinghouse™ (WWC) distilled that research into practical recommendations for elementary educators. The…

Verbal praise is frequently used as motivation by teachers in class and truly effective verbal praise plays an important role in maintaining classroom order and stimulating positive student behavior. In this study, students from three classes of X Primary School of Jiangxi Province were interviewed and 328 verbal praise expressions collected. The…

Students succeed in school environments that support them in demonstrating prosocial and positive behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students and decreased likelihood of academic success. Behavioral interventions can help students engage in positive…

Students succeed in school environments that support them in demonstrating prosocial and expected behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students, strained relationships between students and teachers, perceptions of unsupportive classroom and school…