Individual Any response given to a single pupil following the pupil's behaviour Group Response given to more than one pupil following their behaviour (e.g., “That's good Chris and Alex, you are sitting still”) Academic behaviour Normal curriculum behaviours: reading writing, listening, answering questions (i.e., performing prescribed activities) Social behaviour Behaviours indicative of classroom manners, following classroom rules and routines, such as settling down to work, remaining seated when appropriate or putting their hand up to answer a question Redirection Response following disapproval, which describes an approved behaviour, such as “Don't do that, I want you to work in silence”, “No it isn't a simple addition; look more carefully at the wording of the question” Gender     ?Male, 62, 60     ?Female, 68, 86     Area of studies:     ?Humanities¹, 10, 4     ?Social Sciences², 88, 83     ?Natural Sciences³, 10, 16     ?Exact Sciences⁴, 15, 25     ?Not reported, 7, 18     Personal status:     ?Single, 89, 93     ?Married, 41, 50     ?Divorced, 0, 3     Notes: ¹Humanities: Literature, Judaic Studies, History, Art, Music. ²Social Sciences: Psychology, Education, Economics, Management, Sociology, Communication Studies. ³Natural Sciences: Physics, Chemistry, Biology, Geology. ⁴Exact Sciences: Mathematics, Computer Science.     Notes: ^aRanged from 1 to 4; ^c ranged from 1 to 5; ^branged from 1 to 7., *p <0.05; **p <0.01; ***p <0.001    

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共查询到20条相似文献，搜索用时 46 毫秒 1. Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour   总被引：1，自引：0，他引：1   Karen Chalk 《Educational Psychology in Practice》2004,20(4):335-351 The effects of praise on student on‐task behaviour, academic self‐concept and numeracy enjoyment were investigated. Four year four classes and their teachers participated. Two teachers were instructed to use specific praise and two to use positive praise. Classes were independently observed on four occasions, twice before and twice after the praise intervention. Student on‐task behaviour, numeracy enjoyment and academic self‐concept were measured and teachers’ use of praise was observed. Specific praise promoted more on‐task behaviour than positive praise and significantly increased academic self‐concept. Ratings of numeracy enjoyment were not significantly affected. Implications of this research for teaching practice are discussed. Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour All authors Karen Chalk & Lewis A. Bizo https://doi.org/10.1080/0266736042000314277 Published online: 19 January 2007 Summary of praise types from Harrop and Swinson (2000 Harrop, A and Swinson, J. 2000. Natural rates of approval and disapproval in British infant, junior and secondary classrooms, British Journal of Educational Psychology, 70: 473–483.  [Google Scholar]) CSVDisplay Table Summary of praise types from Harrop and Swinson (2000 Harrop, A and Swinson, J. 2000. Natural rates of approval and disapproval in British infant, junior and secondary classrooms, British Journal of Educational Psychology, 70: 473–483.  [Google Scholar])
Praise type	Definition
	Students with LD	Students without LD	Variables	(n=130)	(n=146)

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