Literaturnachweis - Detailanzeige
| Autor/in | Osborn, Marilyn M. |
|---|---|
| Institution | Future Homemakers of America, Washington, DC. |
| Titel | Recognition: The Eye of the Beholder. National Recognition Research Project Report. |
| Quelle | (1979), (54 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Awards; Compensation (Remuneration); Home Economics; Morale; Recognition (Achievement); Reputation; Rewards; Scholarships; Secondary Education; Student Attitudes; Teacher Attitudes; Youth Clubs |
| Abstract | A study was conducted to determine the types of recognition activities that are valued by students and compare their responses with teachers' perceptions of how youth want to be recognized. It was anticipated that the findings of the study could be used to help home economics teachers and their students plan classroom and youth organization activities based on the most meaningful forms of recognition as expressed by youth. With the input of youths, questionnaires on "feelings on recognition" were developed by several state groups and administered to 4,878 students in seventh through twelfth grades, and to 1,900 teachers, including home economics teachers as well as others. A number of observations can be made from the study. Students indicated that the most meaningful types of recognition were intrinsic rewards. Most important was to earn the affection and respect of their peers, families, and important others. The personal satisfaction of reaching a goal and the receipt of praise, compliments, and "thank-yous" were also highly ranked. Among extrinsic rewards, students valued scholarships, scholastic honors, and money most highly. Teachers made some accurate predictions about what students value, but were inaccurate about others. Results indicate (1) that the type of recognition desired by youth appears to be an individual matter; (2) that teachers need to find ways of determining which recognition activities are more highly regarded by their students; (3) that students value intrinsic rewards more highly than extrinsic rewards, and teachers often misjudge the importance youth attach to intrinsic rewards; and (4) that teachers can facilitate the attainment of intrinsic rewards for students in several ways. (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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