The Effects of Social-Comparison Versus Mastery Praise on Children's Intrinsic Motivation

Authors: Corpus, Jennifer¹; Ogle, Christin; Love-Geiger, Kelly

Source: Motivation and Emotion, Volume 30, Number 4, December 2006 , pp. 333-343(11)

Publisher: Springer

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Abstract:

Two studies examined the effects of social-comparison versus mastery praise on 4th- and 5th-grade children's intrinsic motivation. Children received a high score and either social-comparison praise, mastery praise, or no praise for working on a set of novel puzzles. They then worked on a different task and were given either ambiguous feedback (Study 1) or positive feedback (Study 2) before completing measures of intrinsic motivation. Mastery praise enhanced intrinsic motivation and social-comparison praise curtailed it when uncertainty about children's subsequent performance was introduced (Study 1) and, for girls, even in situations of continued success (Study 2). Social-comparison praise also tended to discourage children from seeking subsequent self-evaluative normative information. Theoretical and practical implications are discussed.

Keywords: Intrinsic motivation; Praise; Social Comparison; Mastery; Gender

Document Type: Research article

DOI: 10.1007/s11031-006-9039-4

Affiliations: 1: Email: henderlj@reed.edu

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