Effects of person praise on students’ motivation and performance under ego-involving and task-involving feedback conditions.
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| Title: | Effects of person praise on students’ motivation and performance under ego-involving and task-involving feedback conditions. |
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| Authors: | Liu, Cheng-Hong1 (AUTHOR) liusmallhon@seed.net.tw, Yin, Xian-Rui2 (AUTHOR) yinxr302@outlook.com |
| Source: | Instructional Science. Jun2026, Vol. 54 Issue 1, p1-20. 20p. |
| Abstract: | Few researchers have examined whether the effects of person praise (i.e., praising personal qualities) on motivation and performance vary depending on the manner of feedback students expect to receive regarding their performance. In this study, person praise (person praise vs. no praise) and feedback manner (task-involving vs. ego-involving) were the between-subject variables. The participants were 152 junior high school students. Our results revealed that under the ego-involving feedback condition, those receiving person praise attempted to answer more questions and thus had higher performance than those who did not receive praise. However, under the task-involving feedback condition, those receiving person praise attempted to answer fewer questions and thus had poorer performance than those who did not receive praise. This was mainly because person praise led the participants to feel more positively about themselves, which may have distracted them from the task and undermined their motivation under the task-involving feedback condition. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192427449 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of person praise on students’ motivation and performance under ego-involving and task-involving feedback conditions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Liu%2C+Cheng-Hong%22">Liu, Cheng-Hong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> liusmallhon@seed.net.tw</i><br /><searchLink fieldCode="AR" term="%22Yin%2C+Xian-Rui%22">Yin, Xian-Rui</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> yinxr302@outlook.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructional+Science%22">Instructional Science</searchLink>. Jun2026, Vol. 54 Issue 1, p1-20. 20p. – Name: Abstract Label: Abstract Group: Ab Data: Few researchers have examined whether the effects of person praise (i.e., praising personal qualities) on motivation and performance vary depending on the manner of feedback students expect to receive regarding their performance. In this study, person praise (person praise vs. no praise) and feedback manner (task-involving vs. ego-involving) were the between-subject variables. The participants were 152 junior high school students. Our results revealed that under the ego-involving feedback condition, those receiving person praise attempted to answer more questions and thus had higher performance than those who did not receive praise. However, under the task-involving feedback condition, those receiving person praise attempted to answer fewer questions and thus had poorer performance than those who did not receive praise. This was mainly because person praise led the participants to feel more positively about themselves, which may have distracted them from the task and undermined their motivation under the task-involving feedback condition. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192427449 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11251-026-09789-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1 Titles: – TitleFull: Effects of person praise on students’ motivation and performance under ego-involving and task-involving feedback conditions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Liu, Cheng-Hong – PersonEntity: Name: NameFull: Yin, Xian-Rui IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00204277 Numbering: – Type: volume Value: 54 – Type: issue Value: 1 Titles: – TitleFull: Instructional Science Type: main |
| ResultId | 1 |
