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A comparison of real‐time and delayed visual performance feedback on teacher praise
Author(s) -
Lown Elizabeth L.,
Radley Keith C.,
Dart Evan H.,
Dufrene Brad A.,
Tingstrom Daniel H.,
Hayes Lynda,
Tannehill Jennifer
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22469
Subject(s) - praise , psychology , visual feedback , outcome (game theory) , student engagement , mathematics education , social psychology , computer science , mathematics , mathematical economics , computer vision
A number of researchers have found behavior‐specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real‐time visual performance feedback, on the use of BSP by Head Start teachers. The primary outcome of the study was teacher use of BSP, with student academic engagement behavior being evaluated as a secondary dependent variable. Results from the study indicated that both procedures resulted in increases in teacher use of BSP, with little differentiation between performance feedback strategies. Similarly, both strategies received high ratings of social validity from participating teachers.