Teacher Praise and Classroom Climate: Another Paradoxical Relation

P.C. van der Sijde, S. Dijkstra, E. Bennink

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic


    In an empirical study of 14 teachers in two types of Dutch secondary education, a total of 68 lessons were systematically observed for the amount and type of teacher praise. It appeared that in the lower groups the teachers showed more teacher praise behaviour than in the higher groups. This holds for student-oriented feedback as well as for task-oriented feedback Classroom climate is measured with the DCCQ. From correlations between teacher praise data and scales in the DCCQ, it appears that there are strong relationships between the perception of order and organisation in the classroom and the positive feedback of the teacher. A similar relationship was found for the perception of teacher control.
    Original languageEnglish
    Title of host publicationLearning Environments
    Subtitle of host publicationContributions from Dutch and German Research
    EditorsJules M. Pieters, Klaus Breuer, P. Robert-Jan Simons
    Place of PublicationBerlin, Heidelberg
    Number of pages7
    ISBN (Electronic)978-3-642-84256-6
    ISBN (Print)978-3-540-52903-3
    Publication statusPublished - 1990

    Publication series

    NameRecent Research in Psychology
    ISSN (Print)1431-7532


    • METIS-136115


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