Process Praise and Self-Efficacy among Culturally Diverse Students

Hall, R.N. (Renee`)¹, Scott, D.M. (Darla)^2
1Bowie State University, 14000 Jericho Park Rd., 20715, Bowie
²Bowie State University, 14000 Jericho Park Rd., 2015, Bowie

 

Submission type

Oral only

Scheduled

Room 117, 11-07-2019, 09:00 - 10:30

Keywords

Self-Efficacy, Process Praise, Diverse Students

Summary

According to Kamins and Dweck (1999), praise for the effort, the strategizing, the work, and the persistence students put into their accomplishments may allow for fuller recognition of their achievements. The purpose of this research is to help determine if there is a relationship between levels of process praise and self-efficacy amongst culturally diverse students. This observational research seeks to analyze the factors that affect students’ self-efficacy. Over the course of the semester, observations of classroom instruction will be conducted. At the conclusion of the observation, students will have an opportunity to complete online measures of self-efficacy and multiple self-assessments. It is hypothesized that students that receive higher levels of process praise in the classroom will possess higher levels of self-efficacy. This study can help school psychologists understand the potential impact of process praise has on culturally diverse students. It is important to study factors in a higher education setting that affect the level of self-efficacy within students from different backgrounds. Ideally, this research will encourage school psychologists to look at different ways to encourage self-efficacy within students that come from various backgrounds.

Auteurs