教師が行う「ほめ」の構成要素に関する文献研究

【Purpose】Recent studies have shown the effects of teachers’ praise on students, for example, improving students’ on-task behavior. Teachers’ praise results in different effects depending on how the teachers praise. Yet descriptions of praise in previous studies have not been consistent, and therefore these studies have not had robust reproducibility for their results to be applied in schools. This paper extracted the components of teachers’ praise from preceding studies and books, and provides guidelines on how to describe praise from teachers.
【Methods】We sampled articles and books concerning teachers’ praise from an academic paper database. We then conducted the KJ method to extract the components of teachers’ praise.
【Results】Several categories were extracted as components of teachers’ praise: 【method】composed of 〈means〉〈mode〉; 【object】composed of〈scope〉〈target〉〈focus〉; 【situation】 composed of〈timing〉〈existence of others〉; and 【purpose】 composed of a single category.
【Discussion】The features of each component are discussed. While examining its effects, teachers’ praise should be described from the perspective of these components. In this way, we will be able to more concretely suggest how to praise students in a way that can be applied in clinical situations at schools.