| Budget Amount *help |
¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Research Abstract |
This study aimed to examine the relationship between contexts before, and the motivation after students were praised. Study 1 showed that first, second, and third graders had a strong motivation when they received praise for activities they liked rather than the disliked ones, and when they were praised for activities for which they rarely received praise. In study 2, students watched four stories that had different characters that secured perfect scores in a math test, and were praised for it, but the contexts of receiving the praise differed across the stories. Specifically, the contexts were based on the interest for math (like/dislike) and frequency of praise (often/rare). The highest motivation was found in the "like-often" context. Students also reported that the character would have a stronger liking towards the subject in the "like-often" context, and in the "dislike-rare" context, he/she may question not being praised despite a good score in a disliked subject.
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