Похвала преподавателя как коммуникативный мотивирующий инструмент в восприятии студентов вьетнамских университетов

Одна из важнейших задач вузовского преподавателя - создание благоприятной, мотивирующей учебной среды, способствующей заинтересованному погружению студентов в непосредственную учебную деятельность в аудитории. Авторы полагают, что такому инструменту, как оценочная похвала преподавателя, а также коммуникативным особенностям поведения преподавателя, влияющим на учебную мотивацию студентов, следует уделять более пристальное внимание. Данное исследование было посвящено изучению восприятия студентами различных видов похвалы преподавателя в ходе аудиторных занятий. Для сбора данных в кейс-стади использованы методы наблюдения и полуструктурированных инервью. Результаты показали, что студенты по-разному воспринимают различные виды похвалы, которую они заслужили в ходе выполнения заданий. Более позитивно студенты откликались на конкретную похвалу, выраженную в вербальной форме, поскольку она отражает явное признание и точную информацию об их вкладе в освоение материла. Такой вид похвалы способствует лучшей самооценке и мотивации студентов. Кроме того, было выявлено, что студенты с лучшей успеваемостью больше реагировали на похвалу за проявленные ими способности или за полученный результат, в то время как студенты с более низкой успеваемостью стремились заслужить похвалу преподавателя за проявленное усердие, за попытки и настойчивость. Результаты проведённого исследования могут быть использованы преподавателями в педагогических целях при организации учебного процесса в аудитории.

1. Gettinger, M. (1983). Student Behaviors, Teacher Reinforcement, Student Ability, and Learning. Contemporary Educational Psychology. Vol. 8, issue 4, pp. 391-402, doi: https://doi.org/10.1016/0361-476X(83)90025-5

2. Luiselli, J., Downing, J. (1980). Improving a Student's Arithmetic Performance Using Feedback and Reinforcement Procedures. Education and Treatment of Children. Vol. 3, no. 1, pp. 45-49. Available at: www.jstor.org/stable/42900296 (accessed 08.11.2020)

3. Ferguson, E., Houghton, S. (1992). The Effects of Contingent Teacher Praise, as Specified by Canter's Assertive Discipline Programme, on Children's On-Task Behavior. Educational Studies. Vol. 18, issue 1, pp. 83-93, doi: https://doi.org/10.1080/0305569920180108

4. Vollmeyer, R., Rheinberg, F. (2005). A Surprising Effect of Feedback on Learning. Learning and Instruction. Vol. 15(6), pp. 589-602, doi: https://doi.org/10.1016/j.learninstruc.2005.08.001

5. Moore, D.W., Knott, T., McNaughton, S. (1989). Pupil Speech During Morning News: The Effects of Reducing Teacher Questions and Increasing Pauses and Praise. Educational Psychology. Vol. 9, issue 4, pp. 311-320, doi: https://doi.org/10.1080/0144341890090403

6. Barker, G.P., Graham, S. (1987). Developmental Study of Praise and Blame as Attributional Cues. Journal of Educational Psychology. Vol. 79, issue 1, pp. 62-66, doi: https://doi.org/10.1037/0022-0663.79.1.62

7. Stipek, D., Iver, D. (1989). Developmental Change in Children's Assessment of Intellectual Competence. Child Development. Vol. 60, no. 3, pp. 521538, doi: https://doi.org/10.2307/1130719

8. Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research. Vol. 51, no. 1, pp. 5-32, doi: 10.2307/1170249. Available at: www.jstor.org/stable/1170249 (accessed 07.11.2020)

9. Munroe, M.J. (1982). Teaching Behaviors Effective in Mainstream Classrooms. Tucson, AZ: Arizona Federation Council for Exceptional Children. Available at: https://eric.ed.gov/?id=ED213679 (abstract, accessed 07.11.2020)

10. Denny, P.L. (1986). The Relationship of Teacher Praise to Teacher Orientation and Their Relationships to Students' Perceived Competence, Intrinsic Motivation, and Achievement. PhD thesis. University of Florida. Dissertation Abstracts International, 46, 2541A. Available at: https://archive.org/details/relationshipofte00denn/page/14

11. Gordon, T. (1989). Teaching Children Self-Discipline at Home and at School. New York: Random House, 258 p.

12. Mueller, C.M., Dweck, C.S. (1998). Praise for Intelligence Can Undermine Children‘s Motivation and Performance. Journal of Personality and Social Psychology. Vol. 75, no. 1, pp. 33-52, doi: https://doi.org/10.1037/0022-3514.75.1.33

13. Kamins, M.L., Dweck, C.S. (1999). Person versus Process Praise and Criticism: Implications for Contingent Self-Worth and Coping. Developmental Psychology. Vol. 35, no. 3, pp. 835-847, doi: https://doi.org/10.1037/0012-1649.35.3.835

14. Burnett, P.C. (2001). Elementary Students' Preferences for Teacher Praise. Journal of Classroom Interaction. Vol. 36, no. 1, pp. 16-23. Available at: www.jstor.org/stable/23870540 (accessed 08.11.2020)

15. Kanouse, D.E., Gumpert, P., Canavan-Gumpert, D. (1981). The Semantics of Praise. In: Harvey, J.H., Ickes, W., Kidd. R.F. (Eds.). New Directions in Attribution Research. Vol. 3, pp. 97-115). Hillsdale, NT: Erlbaum.

16. Hitz, R., Driscoll, A. (1989). Praise in the Classroom. Available at: https://files.eric.ed.gov/full-text/ED313108.pdf (accessed 08.11.2020)

17. Cambridge Advanced Learner's Dictionary -4th Edition (2013). Cambridge University Press. Available at: https://dictionary.cambridge.org/dictionary/english/praise (accessed 08.11.2020)

18. Skinner, B.F. (1974). About Behaviorism. New York: Knopf, 256 p.

19. Stringer, B.R., Hurt, H.T. (1981). To Praise or not to Praise: Factors to Consider before Utilizing Praise as a Reinforcing Device in the Classroom Communication Process. Paper presented at the annual meeting of the Southern Speech Communications Association, Austin, Texas. Available at: https://pdfs.semanticscholar.org/b7cd/2a441f80da980eb3b135da8f9c17c7c52c95.pdf?_ga=2.126408715.761901483.1578464542-1051254714.1578464542 (accessed 08.11.2020)

20. Thomas, J. (1991). You're the Greatest! A Few Well-Chosen Words Can Work Wonders in Positive Behaviour Reinforcement. Principal. Vol. 71, pp. 32-33.

21. Moore, K.D. (2007). Classroom Teaching Skills. 6th ed. McGraw-Hill: New York, 369 p. ISBN 9780073525815

22. Blaney, R.L. (1983). Effects of Teacher Structuring and Reacting on Student Achievement. Elementary School Journal. Vol. 83, no. 5, pp. 568-577. DOI: https://doi.org/10.1086/461335

23. Emmer, E. (1987). Praise and the Instructional Process. The Journal of Classroom Interaction. Vol. 23, no. 2, pp. 32-39. Available at: www.jstor.org/stable/23869257 (accessed 08.11.2020)

24. Blote, A.W. (1995). Students' Self-Concept in Relation to Perceived Differential Teacher Treatment. Learning and Instruction. Vol. 5, issue 3, pp. 221-236. DOI: https://doi.org/10.1016/0959-4752(95)00012-R

25. Cooper, J.M. (Ed.), Garrett, S.S., Leighton, M.S., Martorella, P.H., Morine-Dershimer, G.G., Sad-ker, D., et al. (1994). Classroom Teaching Skills (5th ed.). Lexinton, MA: D.C. Heath. 496 p.

26. Merrett, F., Tang, W.M. (1994). The Attitudes of British Primary School Pupils to Praise, Reward, Punishments and Reprimands. British Journal of Educational Psychology. Vol. 64, issue 1, pp. 91-103. DOI: https://doi.org/10.1111/j.2044-8279.1994.tb01087.x

27. Apter, T. (2009). The Science of Praise: Praise, whether we're 6 or 60, Presents Pleasures and Dangers. Psychology Today. May 26. Available at: http://www.psychologytoday.com/blog/do-mestic-intelligence/200905/the-science-praise (accessed 08.11.2020)

28. Henderlong, J., Lepper, M.R. (2002). The Effects of Praise on Children's Intrinsic Motivation: A Review and Synthesis. Psychological Bulletin. Vol. 128, no. 5, pp. 774-795. DOI: https://doi.org/10.1037/0033-2909.128.5.774

29. Schunk, D.H. (1984). Sequential Attributional Feedback and Children's Achievement Behaviours. Journal of Educational Psychology. Vol. 76, no. 6, pp. 1159-1169. DOI: https://doi.org/10.1037/0022-0663.76.6.1159

30. Burnett, P.C. (2002). Teacher Praise and Feedback and Students' Perceptions of the Classroom Environment. Educational Psychology. Vol. 22, issue 1, pp. 5-16. DOI: https://doi.org/10.1080/01443410120101215

31. Hancock, D.R. (2002). Influencing Graduate Students' Classroom Achievement, Homework Habits and Motivation to Learn with Verbal Praise. Educational Research. Vol. 44, issue 1, pp. 83-95. DOI: https://doi.org/10.1080/00131880110107379

32. Hancock, D.R. (2000). Impact of Verbal Praise on College Students' Time Spent on Homework. The Journal of Educational Research. Vol. 93, issue 6, pp. 384-389. DOI: https://doi.org/10.1080/00220670009598733

33. Elwell, W.C., Tiberio, J. (1994). Teacher Praise: What Students Want. Journal of Instructional Psychology. Vol. 21, pp. 322-329.

34. Montessori, M., George, A.E. (1964). The Montessori Method. New York: Schocken Books.

35. Farson, R.E. (1968). Praise Reappraised. In: Hama-check, D.E. (Ed.). Human Dynamics in Psychology & Education. Boston: Allyn & Bacon, Inc.

36. Rowe, M.B. (1974). Relation of Wait-Time and Rewards to the Development of Language, Logic and Fate Control: Part II - Rewards. Journal of Research in Science Teaching. Vol. 11, issue 4, pp. 291-308. DOI: https://doi.org/10.1002/tea.3660110403

37. Mertens, D.M. (2014). Research Methods in Education and Psychology: Integrating Diversity with Quantitative and Qualitative Methods. 4th ed. Thousand Oaks, CA: Sage Publications, 536 p. ISBN-13: 978-1452240275

38. Allwright, D., Bailey, K.M. (1991). Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge University Press; New York, 272 p. ISBN-0-521-26279-8

39. Ginott, H.G. (1965). Between Parent and Child. New York: Macmillan.