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The Concept of Parental Praise in Parenting

Yıl 2023, Cilt: 15 Sayı: 4, 722 - 732, 25.12.2023
https://doi.org/10.18863/pgy.1242969

Öz

Praise is stated as a good performance resource that can increase the individual's sense of competence and motivate their new learning. When the literature is examined, the importance of communication with the child in parenting is emphasized, especially the power of the words used by the parents. Parental praise is expressed as parents' repetition of the desired behaviors in children and giving feedback that will make them feel warm and sensitive with their words and behaviors in order to indicate the satisfaction felt towards them. Studies emphasize that parental praise is an important method in child development and a method that parents use very often. It is reported that many parents prefer to use praise as a tool to build self-confidence in their child. In terms of positive discipline, it is assumed that praise creates a reward value as a result of operant conditioning and can affect behavioral acquisition in the child's development. The type of parental praise plays an important role in how children form their self-image. It is in these early relationships that children first begin to feel capable, competent, and loved. Although praise is expressed as a source of motivation when it cannot be used beneficially, it can become harmful to the child when used incorrectly or excessively. At this point, the content of the praise is important. In this study, the concept of parental praise is discussed, the content of praise, which is seen as a reference to motivation, is examined and its benefits for child development are tried to be explained.

Kaynakça

  • Amemiya J, Wang MT (2018) Why effort praise can backfire in adolescence. Child Dev Perspect, 12:199-203.
  • Barnett MA, Scaramella LV. (2013) Mothers’ parenting and child sex differences in behavior problems among African American preschoolers. J Fam Psychol, 27:773–783.
  • Becht AI, Nelemans SA, Van Dijk, MP, Branje SJ, Van Lier PA, Denissen, JJ et al. (2017) Clear self, better relationships: adolescents’ self-concept clarity and relationship quality with parents and peers across 5 years. Child Dev, 88:1823-1833.
  • Berglas S (1985) Self-handicapping and self-handicappers: A cognitive/attributional model of interpersonal self-protective behavior. J Res Pers, 1:235-270.
  • Berglas S, Jones EE (1978) Drug choice as a self-handicapping strategy in response to noncontingent success. J Pers Soc Psychol, 36:405-417.
  • Bohlin G, Hagekull B, Rydell A (2000) Attachment and social functioning: A longitudinal study from infancy to middle childhood. Int J Soc Dev, 9:24-39.
  • Bowlby JA (1988) Secure Base: Parent-Child Attachment and Healthy Human Development. New York, Basic Books.
  • Brummelman E, Grapsas S (2020) Can praise contribute to narcissism in children? In Psychological Perspectives On Praise. (Eds E Brummelman):84–92. Abingdon, Routledge.
  • Brummelman E (2018) Praise. In The SAGE Encyclopedia of Lifespan Human Development. (Eds MH Bornstein). Thousand Oaks, Sage.
  • Brummelman E, Crocker J, Bushman BJ (2016) The praise paradox: When and why praise backfires in children with low self-esteem. Child Dev Perspect, 10:111-115.
  • Brummelman E, Thomaes S, Overbeek G, De Castro BO, Van Den Hout MA, Bushman BJ (2014) On feeding those hungry for praise: Person praise backfires in children with low self-esteem. J Exp Psychol Gen, 143:9-14.
  • Brunstein JC, Heckhausen H (2008) Achievement motivation. In Motivation and Action (Eds J Heckhausen, H Heckhausen):137-183. New York, Cambridge University Press.
  • Cameron J, Pierce WD (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Rev Educ Res, 64:363-423.
  • Cimpian A (2010) The impact of generic language about ability on children's achievement motivation. Dev Psychol, 46:1333-1340.
  • Corpus JH, Lepper MR (2007) The effects of person versus Performance praise on children’s motivation: Gender and age as moderating factors. J Educ Psychol, 27:487-508.
  • Corpus JH, Good KA (2021) The effects of praise on children’s intrinsic motivation revisited. In Psychological Perspectives on Praise. (Eds E. Brummelman):39-46. Abington, Routledge.
  • Covington MV (1992) Making the Grade: A Self-Worth Perspective on Motivation and School Reform. Cambridge, Cambridge University Press.
  • Covington M (2009) Self-Worth Theory: Retrospection and Prospects. In Handbook of motivation at school (Eds. KR Wenzel, A Wigfield):141-169. Abington, Routledge.
  • Diener CI, Dweck CS (1978) An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. J Pers Soc Psychol, 36:451-462.
  • Dweck CS (2002) Messages that motivate: How praise molds students’ beliefs, motivation, and performance (in surprising ways). In Improving Academic Achievement: Impact Of Psychological Factors On Education (Eds. J Aronson):37–60. San Diego, Academic Press.
  • Dweck CS (2015) Growth mindset, revisited. Educ Week, 35:20-24.
  • Dweck CS, Leggett EL (1988) A social-cognitive approach to motivation and personality. Psychol Rev, 95:256–273.
  • Dweck CS, Davidson W, Nelson S, Enna B (1978) Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis. Dev Psychol, 14:268-276.
  • Elliott ES, Dweck CS (1988) Goals: An approach to motivation and achievement. J Pers Soc Psychol, 55:5-12.
  • Fredricks JA, Eccles JS (2005) Family socialization, gender, and sport motivation and involvement. J Sport Exerc Psychol, 27:3-31.
  • Felson RB, Zielinski MA (1989).Children's self-esteem and parental support. J Marriage Fam, 51:727-735.
  • Ferradás M, Freire C, Valle A, Núñez JC (2016) Academic goals and self-handicapping strategies in university students. Span J Psychol, 19;E24.
  • Gecas V, Schwalbe ML (1986) Parental behavior and adolescent self-esteem. J Marriage Fam, 48:37-46.
  • Grant H, Dweck CS (2003) Clarifying achievement goals and their impact. J Pers Soc Psychol, 85:541-553.
  • Gunderson EA, Sorhagen NS, Gripshover SJ, Dweck CS, Goldin-Meadow S, Levine SC (2018) Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Dev Psychol, 54:397-409.
  • Gunderson EA, Sorhagen NS, Gripshover SJ, Dweck CS, Goldinmeadow S, Levine SC (2017) Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Dev Psychol, 54:397–409.
  • Gunderson EA, Gripshover S, Romero C, Dweck CS, Goldin-Meadow S, Levine S (2013) Parent praise to 1-3 year-olds predicts children’s motivational frameworks 5 years later. Child Dev, 84:1526-1541.
  • Haimovitz K Dweck CS (2017) The origins of children's growth and fixed mindsets: New research and a new proposal. Child Dev, 88:1849-1859.
  • Harris MA, Donnellan MB, Guo J, McAdams DP, Garnier-Villarreal M, Trzesniewski KH (2017) Parental co-construction of 5- to 13-year-olds’ global self-esteem through reminiscing about past events. Child Dev, 88:1810-1822.
  • Harter S (2015) The Construction of the Self: Developmental and Sociocultural Foundations. New York, Guilford Press.
  • Henderlong J, Lepper M (2002) The effects of praise on children's ıntrinsic motivation: a review and synthesis. Psychol Bull, 128:774-795.
  • Kamins ML ve Dweck CS (1999) Person versus process praise and criticism: Implications for contingent self-worth and coping. Dev Psychol, 35:835-847.
  • Koestner R, Zuckerman M, Koestner J (1987) Praise, involvement and intrinsic motivation. J Pers Soc Psychol, 53:383-390.
  • Kohn A. (1993). Punished by Rewards: The Trouble With Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes. New York, Houghton Mifflin.
  • Lam S, Yim P, Ng Y (2008) Is effort praise motivational? The role of beliefs in the effort–ability relationship. Contemp Educ Psychol, 33:694-710.
  • Lee MJ, MacLean S (1997) Sources of parental pressure among age group swimmers. Eur J Phys Educ, 2:167-177.
  • Lee HI, Kim YH, Kesebir P, Han DE (2016) Understanding when parental praise leads to optimal child outcomes. Soc Psychol Personal Sci, 8:679–688.
  • Leff SS, Hoyle RH (1995) Young athletes' perceptions of parental support and pressure. J Youth Adolesc, 24:187-203.
  • Leijten P, Gardner F, Landau S, Harris V, Mann J, Hutchings J et al.(2018) Harnessing the power of individual participant data in a meta-analysis of the benefits and harms of the Incredible Years parenting program. J Child Psychol, 59:99-109.
  • Leijten P, Gardner F, Melendez-Torres GJ, Knerr W, Overbeek G (2018) Parenting behaviors that shape child compliance: A multilevel meta-analysis. PLoS One, 13:e0204929.
  • Leijten P, Melendez-Torres GJ, Gardner F, Van Aar J, Schulz S, Overbeek G (2018). Are relationship enhancement and behavior management “The golden couple” for disruptive child behavior? Two meta-analyses. Child Dev, 89:1970–1982.
  • Leijten P, Raaijmakers MA, Orobio de Castro, B, Van den Ban E, Matthys W (2017) Effectiveness of the incredible years parenting program for families with socioeconomically disadvantaged and ethnic minority backgrounds. J Clin Child Adolesc Psychol, 46:59–73.
  • Leijten P, Thomaes S, Orobio de Castro, B, Dishion TJ, Matthys W (2016) What good is labeling what’s good? A field experimental investigation of parental labeled praise and child compliance. Behav Res Ther, 87:134–141.
  • Lessard L, Grossman A, Syme M (2015) Effects of gender and type of praise on task performance among undergraduates. Psi Chi Journal of Psychological Research, 20:11-17
  • Leonard JA, Lydon-Staley DM, Sharp SDS, Liu HZ, Park AT, Bassett DS et al. (2022) Daily fluctuations in young children's persistence. Child Dev, 93:e222-e236.
  • Lewis M (1995) The nature of cause, the role of antecedent conditions in children’s attribution, and emotional behavior. Psychol Inq. 6:305-307.
  • Lin S, Fong CJ, Wang Y (2017) Chinese undergraduates’ sources of self-efficacy differ by sibling status, achievement, and fear of failure along two pathways. Soc Psychol Educ, 20:361-386.
  • Lucca K, Sommerville JA (2019) The little engine that can: ınfants’ persistence matters.
  • Trends Cogn Sci, 22:965-968.
  • McLean KC (2005) Late adolescent identity development: narrative meaning making and memory telling. Dev Psychol, 41:683-691.
  • Mueller CM, Dweck CS (1998) Praise for ıntelligence can undermine children’s motivation and performance. J Pers Soc Psychol, 75:33-52.
  • Nicholls J (1978) The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Dev, 49:800–814.
  • Nicholls J (1984) Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychol Rev, 91:328-346.
  • Nikolić M, Brummelman E, Colonnesi C, De Vente W, Bögels SM (2018) When gushing leads to blushing: Inflated praise leads socially anxious children to blush. Behav Res Ther, 106:1-7.
  • Owen DJ, Slep AMS, Heyman RE (2012) The effect of praise, positive nonverbal response, reprimand, andnegative nonverbal response on child compliance: A systematic review. Clin Child Fam Psychol Rev, 15:364–385.
  • Reid BV, Valsiner J (1986) Consistency, praise, and love: Folk theories of American parents. Ethos, 14:282-304.
  • Salili F (1996) Learning and motivation: an Asian perspective. Psychol Dev Soc, 8:55-81.
  • Steinberg L, Silk JS (2002) Parenting adolescents. In Handbook of Parenting: Children and Parenting, (Eds MH Bornstein):103-133. Mahwah, NJ, Lawrence Erlbaum.
  • Stevenson HW, Lee S, Chen C, Stigler JW, Hsu C, Kitamura S et al. (1990) Contexts of achievement: a study of American. Monogr Soc Res Child Dev, 55:i–119.
  • Swenson S, Ho, GW, Budhathoki C, Belcher HM, Tucker S, Miller, K et al. (2016) Parents' use of praise and criticism in a sample of young children seeking mental health services. J Pediatr Health Care, 30:49-56.
  • Taylor MS, Fisher CD, Ilgen DR (1984) Individual’s reactions to performance feedback in organizations: A control theory perspective. In Research in Personnel and Human Resources Management, 2nd ed. (Eds. KM Rowland, GR Ferris):81–124. Greenwich, JAI Press.
  • van Houtum LAEM, Will GJ, Wever MCM, Janssen LHC, van Schie CC, Tollenaar MS et al. (2022) Adolescents' affective and neural responses to parental praise and criticism. Dev Cogn Neurosci, 54:101099.
  • Wang YZ, Wiley AR, Chiu CY (2008) Independence-supportive praise versus interdependence-promoting praise. Int J Behav Dev, 32:13-20.
  • Weiner B (1994) Integrating social and personal theories of achievement striving. Rev Educ Res, 64:557–573.
  • Wilson KS, Spink KS, Brawley LR (2015) Physical activity lapses and parental social control: ‘It’s not such a bad thing’, Qual Res Sport Exerc Health, 7:429-448.
  • Wolf EJ, Harrington KM, Clark SL, Miller MW (2013) Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educ Psychol Meas, 73:913-934.
  • Woike B (2008) A Functional framework for the influence of implicit and explicit motives on autobiographical memory. Pers Soc Psychol Rev, 12:99-117.
  • Zhao L, Heyman GD, Chen L, Lee K (2017) Praise young children for being smart promotes cheating. Psychol Sci, 28:1868-1870.
  • Zentall SR (2009) Early parent–child relationship and type of parental praise and criticism as predictors of toddler motivation on an unsolvable task. (Masters thesis). Indiana, University of Notre Dame.
  • Zentall SR, Morris BJ (2010) “‘Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation. J Exp Child Psychol, 107:155-163.
  • Zentall SR, Morris BJ (2012) A critical eye: Praise directed toward traits increases children’s eye fixations on errors and decreases motivation. Psychon Bull Rev, 19:1073-1077.

Çocuk Yetiştirmede Ebeveyn Övgüsü Kavramı

Yıl 2023, Cilt: 15 Sayı: 4, 722 - 732, 25.12.2023
https://doi.org/10.18863/pgy.1242969

Öz

Övgü, bireyin yeterlilik duygusunu artırabilen ve yeni öğrenmelerini motive edebilen iyi bir performans kaynağı olarak belirtilmektedir. Alan yazın incelendiğinde ebeveynlikte çocukla kurulan iletişimin önemi vurgulanmakta, özellikle de anne-babaların kullandıkları kelimelerin gücüne dikkat çekilmektedir. Ebeveyn övgüsü, anne-babaların çocuklarda istenen davranışların tekrarı ve ona karşı duyulan memnuniyeti belirtmek için söz ve davranışlarıyla sıcaklığını ve duyarlılığını hissettirecek geri bildirimler vermesi olarak ifade edilmektedir. Araştırmalar, ebeveyn övgüsünün çocuk gelişiminde önemli ve ebeveynlerin çok sık kullandığı bir yöntem olduğunu vurgulamaktadır. Birçok ebeveynin, övgüyü çocukta özgüven oluşturmak için bunu bir araç olarak kullanmayı tercih ettiği bildirilmektedir. Pozitif disiplin açısından övgünün edimsel koşullanma sonucu bir ödül değeri yaratıp çocuğun gelişiminde davranış kazanımını etkileyebildiği varsayılmaktadır. Ebeveyn övgüsünün türü çocukların öz-imgelerini nasıl oluşturdukları konusunda önemli bir rol oynamaktadır. Çocuklar kendilerini yetenekli, yetkin ve sevilen biri olarak hissetmeye ilk kez bu erken ilişkiler içinde başlarlar. Övgü, faydalı kullanılamadığında motivasyon kaynağı olarak ifade edilse de yanlış kullanıldığında ya da aşırıya kaçtığında çocuğa zarar verici bir boyuta geçebilmektedir. Bu noktada, övgünün içeriği önem taşımaktadır. Bu çalışmada, ebeveyn övgüsü kavramı ele alınmış, motivasyona atıf olarak görülen övgünün içeriği incelenmiş ve çocuk gelişime faydaları açıklanmaya çalışılmıştır.

Kaynakça

  • Amemiya J, Wang MT (2018) Why effort praise can backfire in adolescence. Child Dev Perspect, 12:199-203.
  • Barnett MA, Scaramella LV. (2013) Mothers’ parenting and child sex differences in behavior problems among African American preschoolers. J Fam Psychol, 27:773–783.
  • Becht AI, Nelemans SA, Van Dijk, MP, Branje SJ, Van Lier PA, Denissen, JJ et al. (2017) Clear self, better relationships: adolescents’ self-concept clarity and relationship quality with parents and peers across 5 years. Child Dev, 88:1823-1833.
  • Berglas S (1985) Self-handicapping and self-handicappers: A cognitive/attributional model of interpersonal self-protective behavior. J Res Pers, 1:235-270.
  • Berglas S, Jones EE (1978) Drug choice as a self-handicapping strategy in response to noncontingent success. J Pers Soc Psychol, 36:405-417.
  • Bohlin G, Hagekull B, Rydell A (2000) Attachment and social functioning: A longitudinal study from infancy to middle childhood. Int J Soc Dev, 9:24-39.
  • Bowlby JA (1988) Secure Base: Parent-Child Attachment and Healthy Human Development. New York, Basic Books.
  • Brummelman E, Grapsas S (2020) Can praise contribute to narcissism in children? In Psychological Perspectives On Praise. (Eds E Brummelman):84–92. Abingdon, Routledge.
  • Brummelman E (2018) Praise. In The SAGE Encyclopedia of Lifespan Human Development. (Eds MH Bornstein). Thousand Oaks, Sage.
  • Brummelman E, Crocker J, Bushman BJ (2016) The praise paradox: When and why praise backfires in children with low self-esteem. Child Dev Perspect, 10:111-115.
  • Brummelman E, Thomaes S, Overbeek G, De Castro BO, Van Den Hout MA, Bushman BJ (2014) On feeding those hungry for praise: Person praise backfires in children with low self-esteem. J Exp Psychol Gen, 143:9-14.
  • Brunstein JC, Heckhausen H (2008) Achievement motivation. In Motivation and Action (Eds J Heckhausen, H Heckhausen):137-183. New York, Cambridge University Press.
  • Cameron J, Pierce WD (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Rev Educ Res, 64:363-423.
  • Cimpian A (2010) The impact of generic language about ability on children's achievement motivation. Dev Psychol, 46:1333-1340.
  • Corpus JH, Lepper MR (2007) The effects of person versus Performance praise on children’s motivation: Gender and age as moderating factors. J Educ Psychol, 27:487-508.
  • Corpus JH, Good KA (2021) The effects of praise on children’s intrinsic motivation revisited. In Psychological Perspectives on Praise. (Eds E. Brummelman):39-46. Abington, Routledge.
  • Covington MV (1992) Making the Grade: A Self-Worth Perspective on Motivation and School Reform. Cambridge, Cambridge University Press.
  • Covington M (2009) Self-Worth Theory: Retrospection and Prospects. In Handbook of motivation at school (Eds. KR Wenzel, A Wigfield):141-169. Abington, Routledge.
  • Diener CI, Dweck CS (1978) An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. J Pers Soc Psychol, 36:451-462.
  • Dweck CS (2002) Messages that motivate: How praise molds students’ beliefs, motivation, and performance (in surprising ways). In Improving Academic Achievement: Impact Of Psychological Factors On Education (Eds. J Aronson):37–60. San Diego, Academic Press.
  • Dweck CS (2015) Growth mindset, revisited. Educ Week, 35:20-24.
  • Dweck CS, Leggett EL (1988) A social-cognitive approach to motivation and personality. Psychol Rev, 95:256–273.
  • Dweck CS, Davidson W, Nelson S, Enna B (1978) Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis. Dev Psychol, 14:268-276.
  • Elliott ES, Dweck CS (1988) Goals: An approach to motivation and achievement. J Pers Soc Psychol, 55:5-12.
  • Fredricks JA, Eccles JS (2005) Family socialization, gender, and sport motivation and involvement. J Sport Exerc Psychol, 27:3-31.
  • Felson RB, Zielinski MA (1989).Children's self-esteem and parental support. J Marriage Fam, 51:727-735.
  • Ferradás M, Freire C, Valle A, Núñez JC (2016) Academic goals and self-handicapping strategies in university students. Span J Psychol, 19;E24.
  • Gecas V, Schwalbe ML (1986) Parental behavior and adolescent self-esteem. J Marriage Fam, 48:37-46.
  • Grant H, Dweck CS (2003) Clarifying achievement goals and their impact. J Pers Soc Psychol, 85:541-553.
  • Gunderson EA, Sorhagen NS, Gripshover SJ, Dweck CS, Goldin-Meadow S, Levine SC (2018) Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Dev Psychol, 54:397-409.
  • Gunderson EA, Sorhagen NS, Gripshover SJ, Dweck CS, Goldinmeadow S, Levine SC (2017) Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Dev Psychol, 54:397–409.
  • Gunderson EA, Gripshover S, Romero C, Dweck CS, Goldin-Meadow S, Levine S (2013) Parent praise to 1-3 year-olds predicts children’s motivational frameworks 5 years later. Child Dev, 84:1526-1541.
  • Haimovitz K Dweck CS (2017) The origins of children's growth and fixed mindsets: New research and a new proposal. Child Dev, 88:1849-1859.
  • Harris MA, Donnellan MB, Guo J, McAdams DP, Garnier-Villarreal M, Trzesniewski KH (2017) Parental co-construction of 5- to 13-year-olds’ global self-esteem through reminiscing about past events. Child Dev, 88:1810-1822.
  • Harter S (2015) The Construction of the Self: Developmental and Sociocultural Foundations. New York, Guilford Press.
  • Henderlong J, Lepper M (2002) The effects of praise on children's ıntrinsic motivation: a review and synthesis. Psychol Bull, 128:774-795.
  • Kamins ML ve Dweck CS (1999) Person versus process praise and criticism: Implications for contingent self-worth and coping. Dev Psychol, 35:835-847.
  • Koestner R, Zuckerman M, Koestner J (1987) Praise, involvement and intrinsic motivation. J Pers Soc Psychol, 53:383-390.
  • Kohn A. (1993). Punished by Rewards: The Trouble With Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes. New York, Houghton Mifflin.
  • Lam S, Yim P, Ng Y (2008) Is effort praise motivational? The role of beliefs in the effort–ability relationship. Contemp Educ Psychol, 33:694-710.
  • Lee MJ, MacLean S (1997) Sources of parental pressure among age group swimmers. Eur J Phys Educ, 2:167-177.
  • Lee HI, Kim YH, Kesebir P, Han DE (2016) Understanding when parental praise leads to optimal child outcomes. Soc Psychol Personal Sci, 8:679–688.
  • Leff SS, Hoyle RH (1995) Young athletes' perceptions of parental support and pressure. J Youth Adolesc, 24:187-203.
  • Leijten P, Gardner F, Landau S, Harris V, Mann J, Hutchings J et al.(2018) Harnessing the power of individual participant data in a meta-analysis of the benefits and harms of the Incredible Years parenting program. J Child Psychol, 59:99-109.
  • Leijten P, Gardner F, Melendez-Torres GJ, Knerr W, Overbeek G (2018) Parenting behaviors that shape child compliance: A multilevel meta-analysis. PLoS One, 13:e0204929.
  • Leijten P, Melendez-Torres GJ, Gardner F, Van Aar J, Schulz S, Overbeek G (2018). Are relationship enhancement and behavior management “The golden couple” for disruptive child behavior? Two meta-analyses. Child Dev, 89:1970–1982.
  • Leijten P, Raaijmakers MA, Orobio de Castro, B, Van den Ban E, Matthys W (2017) Effectiveness of the incredible years parenting program for families with socioeconomically disadvantaged and ethnic minority backgrounds. J Clin Child Adolesc Psychol, 46:59–73.
  • Leijten P, Thomaes S, Orobio de Castro, B, Dishion TJ, Matthys W (2016) What good is labeling what’s good? A field experimental investigation of parental labeled praise and child compliance. Behav Res Ther, 87:134–141.
  • Lessard L, Grossman A, Syme M (2015) Effects of gender and type of praise on task performance among undergraduates. Psi Chi Journal of Psychological Research, 20:11-17
  • Leonard JA, Lydon-Staley DM, Sharp SDS, Liu HZ, Park AT, Bassett DS et al. (2022) Daily fluctuations in young children's persistence. Child Dev, 93:e222-e236.
  • Lewis M (1995) The nature of cause, the role of antecedent conditions in children’s attribution, and emotional behavior. Psychol Inq. 6:305-307.
  • Lin S, Fong CJ, Wang Y (2017) Chinese undergraduates’ sources of self-efficacy differ by sibling status, achievement, and fear of failure along two pathways. Soc Psychol Educ, 20:361-386.
  • Lucca K, Sommerville JA (2019) The little engine that can: ınfants’ persistence matters.
  • Trends Cogn Sci, 22:965-968.
  • McLean KC (2005) Late adolescent identity development: narrative meaning making and memory telling. Dev Psychol, 41:683-691.
  • Mueller CM, Dweck CS (1998) Praise for ıntelligence can undermine children’s motivation and performance. J Pers Soc Psychol, 75:33-52.
  • Nicholls J (1978) The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Dev, 49:800–814.
  • Nicholls J (1984) Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychol Rev, 91:328-346.
  • Nikolić M, Brummelman E, Colonnesi C, De Vente W, Bögels SM (2018) When gushing leads to blushing: Inflated praise leads socially anxious children to blush. Behav Res Ther, 106:1-7.
  • Owen DJ, Slep AMS, Heyman RE (2012) The effect of praise, positive nonverbal response, reprimand, andnegative nonverbal response on child compliance: A systematic review. Clin Child Fam Psychol Rev, 15:364–385.
  • Reid BV, Valsiner J (1986) Consistency, praise, and love: Folk theories of American parents. Ethos, 14:282-304.
  • Salili F (1996) Learning and motivation: an Asian perspective. Psychol Dev Soc, 8:55-81.
  • Steinberg L, Silk JS (2002) Parenting adolescents. In Handbook of Parenting: Children and Parenting, (Eds MH Bornstein):103-133. Mahwah, NJ, Lawrence Erlbaum.
  • Stevenson HW, Lee S, Chen C, Stigler JW, Hsu C, Kitamura S et al. (1990) Contexts of achievement: a study of American. Monogr Soc Res Child Dev, 55:i–119.
  • Swenson S, Ho, GW, Budhathoki C, Belcher HM, Tucker S, Miller, K et al. (2016) Parents' use of praise and criticism in a sample of young children seeking mental health services. J Pediatr Health Care, 30:49-56.
  • Taylor MS, Fisher CD, Ilgen DR (1984) Individual’s reactions to performance feedback in organizations: A control theory perspective. In Research in Personnel and Human Resources Management, 2nd ed. (Eds. KM Rowland, GR Ferris):81–124. Greenwich, JAI Press.
  • van Houtum LAEM, Will GJ, Wever MCM, Janssen LHC, van Schie CC, Tollenaar MS et al. (2022) Adolescents' affective and neural responses to parental praise and criticism. Dev Cogn Neurosci, 54:101099.
  • Wang YZ, Wiley AR, Chiu CY (2008) Independence-supportive praise versus interdependence-promoting praise. Int J Behav Dev, 32:13-20.
  • Weiner B (1994) Integrating social and personal theories of achievement striving. Rev Educ Res, 64:557–573.
  • Wilson KS, Spink KS, Brawley LR (2015) Physical activity lapses and parental social control: ‘It’s not such a bad thing’, Qual Res Sport Exerc Health, 7:429-448.
  • Wolf EJ, Harrington KM, Clark SL, Miller MW (2013) Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educ Psychol Meas, 73:913-934.
  • Woike B (2008) A Functional framework for the influence of implicit and explicit motives on autobiographical memory. Pers Soc Psychol Rev, 12:99-117.
  • Zhao L, Heyman GD, Chen L, Lee K (2017) Praise young children for being smart promotes cheating. Psychol Sci, 28:1868-1870.
  • Zentall SR (2009) Early parent–child relationship and type of parental praise and criticism as predictors of toddler motivation on an unsolvable task. (Masters thesis). Indiana, University of Notre Dame.
  • Zentall SR, Morris BJ (2010) “‘Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation. J Exp Child Psychol, 107:155-163.
  • Zentall SR, Morris BJ (2012) A critical eye: Praise directed toward traits increases children’s eye fixations on errors and decreases motivation. Psychon Bull Rev, 19:1073-1077.
Toplam 76 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Psikoloji
Bölüm Derleme
Yazarlar

Gülçin Karadeniz 0000-0002-3315-8635

Yayımlanma Tarihi 25 Aralık 2023
Kabul Tarihi 13 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 15 Sayı: 4

Kaynak Göster

AMA Karadeniz G. The Concept of Parental Praise in Parenting. Psikiyatride Güncel Yaklaşımlar. Aralık 2023;15(4):722-732. doi:10.18863/pgy.1242969

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