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High School Students' Preferences for Praise and Reprimand: A Pilot Study

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Title: High School Students' Preferences for Praise and Reprimand: A Pilot Study
Language: English
Authors: Ashley Rila (ORCID 0000-0002-5397-4699), Sarah Wilkinson, Margaret T. Floress
Source: Contemporary School Psychology. 2025 29(4):833-842.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Student Attitudes, Preferences, Positive Reinforcement, Negative Reinforcement, Teacher Behavior, Rewards, Recognition (Achievement), Discipline
DOI: 10.1007/s40688-025-00546-7
ISSN: 2159-2020
2161-1505
Abstract: The use of teacher praise is considered an evidence-based practice, yet little praise research has taken place in secondary school settings. Due to developmental differences, high school students likely present unique preferences for praise and reprimand compared to younger students. Therefore, there is a need to study high school students' preferences for evidenced-based strategies. A total of 55 high school students from seven states in the United States, participated in a pilot survey examining preferences for praise and reprimand. Most students reported receiving praise for schoolwork and appropriate behavior was acceptable and receiving rewards (for work and behavior), while still acceptable, was less favorable than praise. Students preferred private praise, messages sent home to parents/guardians, and get out of work passes. Students least preferred public posts or school displays, no recognition, and praise out loud. For reprimands, students most preferred private verbal or written reprimands and least preferred detention or Saturday school. Implications for maximizing praise with high school students by considering student preferences and future research directions are offered.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499389
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ashley+Rila%22">Ashley Rila</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5397-4699">0000-0002-5397-4699</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Wilkinson%22">Sarah Wilkinson</searchLink><br /><searchLink fieldCode="AR" term="%22Margaret+T%2E+Floress%22">Margaret T. Floress</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2025 29(4):833-842.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Reinforcement%22">Negative Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Rewards%22">Rewards</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Achievement%29%22">Recognition (Achievement)</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink>
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  Data: The use of teacher praise is considered an evidence-based practice, yet little praise research has taken place in secondary school settings. Due to developmental differences, high school students likely present unique preferences for praise and reprimand compared to younger students. Therefore, there is a need to study high school students' preferences for evidenced-based strategies. A total of 55 high school students from seven states in the United States, participated in a pilot survey examining preferences for praise and reprimand. Most students reported receiving praise for schoolwork and appropriate behavior was acceptable and receiving rewards (for work and behavior), while still acceptable, was less favorable than praise. Students preferred private praise, messages sent home to parents/guardians, and get out of work passes. Students least preferred public posts or school displays, no recognition, and praise out loud. For reprimands, students most preferred private verbal or written reprimands and least preferred detention or Saturday school. Implications for maximizing praise with high school students by considering student preferences and future research directions are offered.
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Preferences
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      – TitleFull: High School Students' Preferences for Praise and Reprimand: A Pilot Study
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