Effects of Reward Pedagogy on Spelling Scores and Prosocial Behaviors in Primary School Students in Singapore

Autor/inn/en	Wah, Francesca; Sim, Tick Ngee
Titel	Effects of Reward Pedagogy on Spelling Scores and Prosocial Behaviors in Primary School Students in Singapore
Quelle	In: Educational Psychology, 40 (2020) 3, S.349-366 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1662888
Schlagwörter	Foreign Countries; Rewards; Spelling; Scores; Prosocial Behavior; Elementary School Students; Cooperation; Competition; Academic Ability; Outcomes of Education; Singapore + Suchen Sie Ihr Suchwort? Ausland; Reward; Belohnung; Schreibweise; Co-operation; Kooperation; Wettkampf; Lernleistung; Schulerfolg; Singapur
Abstract	Effects of reward pedagogy (competitive, cooperative, individualistic, cooperative-competitive, and cooperative-individualistic) on spelling scores and prosocial behavior in Singapore students were examined alongside its interplay with ability level. A total of 1005 Primary 3 and 4 students were randomly assigned to one of the five reward pedagogies, with students rewarded based on their spelling scores. An ABABA design (A = implementation; B = withdrawal) was used for each reward pedagogy. Results revealed an interaction between reward pedagogy and ability level on both spelling scores and prosocial behavior, such that different pedagogies were more effective for different ability levels. One promising way forward, however, draws from the finding that cooperative-competitive reward pedagogy was effective for both outcomes across all ability groups. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01