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Controlling personal rewards: Professional teachers' differential use of feedback and the effects of feedback on the student's motivation to perform

Publication ,  Journal Article
Cooper, HM
Published in: Journal of Educational Psychology
August 1, 1977

Conducted 3 experiments with 104 children in kindergarten, 1st, and 2nd grade to test hypotheses derived from the proposition that teachers criticize low-expectation students in order to control their personal reinforcement schedules. Results show the following: (a) Teachers' expectations for and perceptions of control over student performance were found to be significantly positively related, even when student sex and IQ (as assessed by the Metropolitan Achievement Test) were controlled. (b) The removal of academic criticism in the 1st- and 2nd-grade classes increased academic initiations by highly criticized students relative to other students. (c) Ss' perceptions of the covariation between effort and outcome was negatively related to amount of criticism received after seeking out the teacher for academic reasons. It is suggested that because low-expectation students' feedback may be less contingent on the outcome of a specific performance, low-expectation students become less motivated to perform well in the future. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1977 American Psychological Association.

Duke Scholars

Published In

Journal of Educational Psychology

DOI

ISSN

0022-0663

Publication Date

August 1, 1977

Volume

69

Issue

4

Start / End Page

419 / 427

Related Subject Headings

  • Education
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1702 Cognitive Sciences
  • 1701 Psychology
  • 1303 Specialist Studies in Education
 

Citation

APA
Chicago
ICMJE
MLA
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Cooper, H. M. (1977). Controlling personal rewards: Professional teachers' differential use of feedback and the effects of feedback on the student's motivation to perform. Journal of Educational Psychology, 69(4), 419–427. https://doi.org/10.1037/0022-0663.69.4.419
Cooper, H. M. “Controlling personal rewards: Professional teachers' differential use of feedback and the effects of feedback on the student's motivation to perform.” Journal of Educational Psychology 69, no. 4 (August 1, 1977): 419–27. https://doi.org/10.1037/0022-0663.69.4.419.
Cooper, H. M. “Controlling personal rewards: Professional teachers' differential use of feedback and the effects of feedback on the student's motivation to perform.” Journal of Educational Psychology, vol. 69, no. 4, Aug. 1977, pp. 419–27. Scopus, doi:10.1037/0022-0663.69.4.419.

Published In

Journal of Educational Psychology

DOI

ISSN

0022-0663

Publication Date

August 1, 1977

Volume

69

Issue

4

Start / End Page

419 / 427

Related Subject Headings

  • Education
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1702 Cognitive Sciences
  • 1701 Psychology
  • 1303 Specialist Studies in Education