Departmental Bulletin Paper ほめ理由認知のズレ要因の検討 : 小・中学校場面と大学場面の比較
ホメ リユウ ニンチ ノ ズレ ヨウイン ノ ケントウ : ショウ チュウガッコウ バメン ト ダイガク バメン ノ ヒカク
A factor in the perception gap in praise reasons

高崎, 文子  ,  タカサキ, フミコ  ,  Takasaki, Fumiko

66pp.119 - 126 , 2017-12-19 , 熊本大学
In order to get expected results of praising, it is essential that the intention of the praiser be communicated to the praise receiver. There are, however, sometimes cases when the praise receiver misunderstands the intention of the praiser because each party has different concepts of the reason for praising or of the situation when praising occurs. 240 college students were assumed to be in a situation where a presenter is praised in a classroom of elementary/middle high school and college students, and were asked to complete a questionnaire about validity for praise reasons, such as "academic excellence," "standard achievement," "attitude in presentation," "the presenter's efforts," "expectation for future performance," "personality," "encouraging confidence," and "trust-based relationship". Each of the reasons was rated from the standpoint of a praiser, a praise receiver, and a third person. It was shown that praise in every factor given above should be emphasized, and this emphasis was stronger when one is praising than when one was being praised. However, in every situation, "the presenter's efforts" was regarded as the most important and in the category of the praiser, elementary/middle high school. "expectation for future performance" and "encouraging confidence" were valued very lowly by the one being praised, showing a large difference in the concepts of the reason for praising or the situation when praising occurs. In such cases, sufficient explanation for the praise should be made.

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