The effect of increasing written approval on Italian students’ academic performance in higher education

Francesco Sulla, Dolores Rollo, Roberto Cattivelli, Alex Harrop

Research output: Contribution to journalArticle

Abstract

Increasing teacher verbal approval has been shown to produce both increased pupil “on-task” behaviour and academic achievement. The present study aimed to address gaps in current knowledge about the effect of different kinds of teacher approval, other than verbal approval, on students’ performance. An exploratory study, followed by an experimental study, was conducted with Italian undergraduate psychology students in order to investigate the effect of written approval on their academic performance. The results indicate that, whilst there is some suggestion that students appreciated receiving increased written approval comments on their work, the receipt of such comments was accompanied by poorer academic performance than that of a control group. Possible explanations are presented.

Original languageEnglish
Pages (from-to)262-271
Number of pages10
JournalEducational Psychology in Practice
Volume34
Issue number3
DOIs
Publication statusPublished - Jul 3 2018

Keywords

  • Academic Performance
  • Higher Education
  • Students’ Views
  • Teacher–Students Interactions
  • Written Approval

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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