Journal article
High School Students' Preferences for Praise and Reprimand: A Pilot Study
Contemporary school psychology, Vol.29(4), pp.833-842
12/2025
DOI: 10.1007/s40688-025-00546-7
Appears in UI Libraries Support Open Access
Abstract
The use of teacher praise is considered an evidence-based practice, yet little praise research has taken place in secondary school settings. Due to developmental differences, high school students likely present unique preferences for praise and reprimand compared to younger students. Therefore, there is a need to study high school students' preferences for evidenced-based strategies. A total of 55 high school students from seven states in the United States, participated in a pilot survey examining preferences for praise and reprimand. Most students reported receiving praise for schoolwork and appropriate behavior was acceptable and receiving rewards (for work and behavior), while still acceptable, was less favorable than praise. Students preferred private praise, messages sent home to parents/guardians, and get out of work passes. Students least preferred public posts or school displays, no recognition, and praise out loud. For reprimands, students most preferred private verbal or written reprimands and least preferred detention or Saturday school. Implications for maximizing praise with high school students by considering student preferences and future research directions are offered.
Details
- Title: Subtitle
- High School Students' Preferences for Praise and Reprimand: A Pilot Study
- Creators
- Ashley Rila - Univ Iowa, Dept Teaching & Learning, Iowa, IA 52242 USASarah Wilkinson - University of Southern MaineMargaret T. Floress - Eastern Illinois University
- Resource Type
- Journal article
- Publication Details
- Contemporary school psychology, Vol.29(4), pp.833-842
- DOI
- 10.1007/s40688-025-00546-7
- ISSN
- 2159-2020
- eISSN
- 2161-1505
- Publisher
- Springer Nature
- Number of pages
- 10
- Language
- English
- Electronic publication date
- 04/28/2025
- Date published
- 12/2025
- Academic Unit
- Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9984821351502771
Metrics
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