Effects of teachers’ praise characteristics on students’ academic engagement: An intervention study

Praising students is recognized as an effective strategy to reinforce positive behaviors in the classroom, yet limited studies have been found that investigate teachers' specific characteristics of using praise and the impact on students' academic engagement. The present study examined the effects of providing feedback on the frequency and types of praise given by teachers in elementary classrooms in Japan. A multiple baseline research design across classrooms/teachers was used. During the baseline phase, teachers praise, and student engagement were observed and recorded. During the intervention phase, teachers recorded student engagement and received performance feedback. Results showed varying effects of teacher praise on student engagement, ranging from small to large, and highlighted the importance of teachers using varied praise statements to increase student engagement.