dc.contributor.author
Streck, Hannah
dc.contributor.author
Kessels, Ursula
dc.date.accessioned
2023-12-19T07:56:04Z
dc.date.available
2023-12-19T07:56:04Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/40098
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-39820
dc.description.abstract
According to attributional theory, when the application of effort leads to success we praise the achievement. Effort and ability, however, are seen as compensatory and thus, paradoxically, being praised can lead to attributions of low ability. Our study investigates whether praise, not for academic performance, but for social classroom behavior, would also incur attributional backlash. We examined whether prosociality relates to attributions of high effort and low ability, mediated by expected teacher praise and happiness. In adolescence, prosocial behavior is displayed more by females and aligns with femininity. We conducted an experimental vignette study with 324 German ninth graders to examine whether prosocial students experience a denigration of achievement via expected teacher reaction. Multilevel modelling showed that compared to nondescript students, prosocial students were judged to receive good grades as a result of effort and less due to ability, but this was not related to expected teacher reactions. Prosocial students were also judged to be more likeable and popular. Examination of gender-related outcomes showed that prosocial students were believed to be more feminine, but also more masculine than the nondescript student. Female prosocial targets were thought to be more typical, but not as occurring more frequently than their male counterparts. The results are discussed in reference to the paradox of praise. The limitations and implications of the research are discussed, particularly regarding female students’ achievements.
en
dc.format.extent
29 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
Academic achievement
en
dc.subject
Paradoxical effects of praise
en
dc.subject
Prosocial behavior
en
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung
dc.title
Nice, but not smart? Attributional backlash from displaying prosocial behavior in the classroom
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.doi
10.1007/s11218-023-09811-0
dcterms.bibliographicCitation.journaltitle
Social Psychology of Education
dcterms.bibliographicCitation.number
6
dcterms.bibliographicCitation.pagestart
1621
dcterms.bibliographicCitation.pageend
1649
dcterms.bibliographicCitation.volume
26
dcterms.bibliographicCitation.url
https://doi.org/10.1007/s11218-023-09811-0
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Bildungsforschung / Heterogenität und Bildung
refubium.funding
Springer Nature DEAL
refubium.note.author
Die Publikation wurde aus Open Access Publikationsgeldern der Freien Universität Berlin gefördert.
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
1573-1928