How Praise Type Moderates Motivation-Engagement Relationships: An Eye-Tracking Study

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Instructional Design, Feedback, and Learning Strategies

Abstract

This study examined how praise type moderates relationships between motivational factors and cognitive engagement among 89 college students. Participants were randomly assigned to ability praise, effort praise, or control conditions, and subsequently completed Raven’s Progressive Matrices while their eye movements were recorded. Results revealed that praise type did not directly impact cognitive engagement. However, significant interactions were found between praise and motivational beliefs. For students receiving ability praise, task value positively correlated with engagement following success, while perceived competence was negatively associated with engagement following failure. These patterns were not observed in effort praise or control conditions. The findings advance our understanding of the role of praise by integrating self-worth and expectancy-value theories and using an objective eye-tracking methodology.

Authors

• Minghui Wang, University of California - Riverside

• Pamela Sheffler, Landmark College

• Matthew Kersting, University of California - Riverside

• Kalina Michalska, University of California - Riverside

• Cecilia Cheung, University of California - Riverside