Abstract
Two studies were conducted to determine how gender and age moderate the long‐term and post‐failure motivational consequences of person versus performance praise. In Study 1, fourth‐ and fifth‐grade students (n = 93) engaged in a puzzle task while receiving either no praise, person praise, product praise, or process praise. Following a subsequent failure experience, behavioural measures indicated that product and process praise enhanced motivation and person praise dampened motivation for girls, but that there were few effects of praise on subsequent motivation for boys. In Study 2, a parallel procedure with preschool children (n = 76) showed that person, product, and process praise all enhanced motivation, relative to neutral feedback, for both girls and boys.
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