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TitelZu den Wirkungen von Lob und Tadel
Autor
OriginalveröffentlichungBildung und Erziehung 38 (1985) 4, S. 415-427
Dokument
Schlagwörter (Deutsch)Fremdeinschätzung; Urteil; Schüler; Begabung; Lob; Selbstbewusstsein; Leistung; Lehrer; Tadel; Labeling-Ansatz; Wirkung; Schülerleistung
TeildisziplinAllgemeine Erziehungswissenschaft
Schulpädagogik
DokumentartAufsatz (Zeitschrift)
ISSN0006-2456
SpracheDeutsch
Erscheinungsjahr
Begutachtungsstatus(Verlags-)Lektorat
Abstract (Englisch):A functional analysis of praise leads to the notion that the person who delivers praise can do this upon different grounds. Thus the person who is praised has to infer the intention lying behind the praising utterance. It seems that a behavioral explanation of the effect of praise and blame does not fit the phenomenon of "seemingly paradoxical effects" of praise which Meyer (1984) first discovered. Persons tend to believe that a pupil who is blamed for a result develops more self-confidence than a pupil who is praised for the same result. Meyer explains this by assuming a very complex process of inferences. The central assumption is that pupils believe that the teacher delivers his sanctions according to perceived differences in pupil effort. This theory is criticised. The effect is shown even if both pupils have invested the same amount of effort. Data shows that even here pupils tend to infer from teacher blame a concept of higher ability. The inference assumed is this: when the teacher believes a pupil is capable of more than another pupil he expects a better result. If the achieved result is lower than expected the teacher expresses his disappointment as a blaming utterance. The paradoxical effects of praise and blame can not be found in other than achievement-related situations. (DIPF/Orig.)
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Eintrag erfolgte am30.09.2008
Empfohlene ZitierungHofer, Manfred: Zu den Wirkungen von Lob und Tadel - In: Bildung und Erziehung 38 (1985) 4, S. 415-427 - URN: urn:nbn:de:0111-opus-15849
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