Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

Spring 2024

Thesis Director

Margaret T. Floress

Thesis Committee Member

Hao-Jan Luh

Thesis Committee Member

Wesley D. Allan

Abstract

The purpose of this study was to expand the praise preference literature by considering student diversity. Specifically, students (grades 7-12) acceptability and preferences for praise and reprimand were assessed while considering the following: (a) White/ Non-White, (b) Rural/ Suburban, (c) Special Education/ General Education, and (d) Low SES/ Middle-High SES. Students’ acceptability and preferences for praise and reprimand were collected through the Adolescent Praise and Reprimand Preference Survey (APRPS). A total of 1125 students completed the APRPS. Regardless of diverse group comparisons (except Low SES and Middle/High SES) the top three preferences across (schoolwork and appropriate behavior) all groups included (a) private paise, (b) get out of work passes, and (c) extra credit. For Low SES and Middle/High SES groups private praise and extra credit were most preferred; however, Middle/High SES also most preferred get out of work passes and Low SES also most preferred private and public points. Except for White and Non-White reprimand preferences for not doing work, all students (regardless of diverse group comparisons) preferred private reprimand for not working and inappropriate behavior. Differences were found amongst the diverse group comparisons which are detailed, along with limitations and future directions.

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