Abstract
The purpose of this study was to examine the effects of verbal praise. Modeled after the work of Mueller and Dweck, participants were 87 fourth-grade students who each took a simple rhythm-tapping test and were assigned one of three treatments: (a) verbal praise for effort, (b) verbal praise for talent, or (c) no praise. Each student was then asked to select an achievement goal (performance or learning) followed by a second rhythm-tapping test of challenging rhythms. Following both tasks, students were asked to rate measures of motivation and performance attribution. Results indicated that students who received praise for effort more often selected learning goals and reported a higher attitude toward task persistence. Students who received praise for talent more frequently selected performance goals. Results suggest that music teachers and teacher educators might examine the use of verbal praise and reconsider how the idea of talent or ability is conveyed within the context of a music classroom.
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