This study investigated how gender and beliefs about ability moderate the effects of attributional praise feedback on college students' task motivation and performance in an online environment. We conducted a 3 (praise type: ability vs. effort vs. none) × 2 (gender: male vs. female) × 2 (belief about ability: entity vs. incremental)…

The educational system today often relies on incentives in order to motivate students. However, it might also encourage students to engage in deceptive behaviour (e.g. malingering) in order to reach certain benefits. Hereby, we investigated whether students would intentionally fabricate symptoms (i.e. malinger) when confronted with a…

The gender achievement gap, where males demonstrate lower performance in academics, is not fully understood. This research was the first of its kind undertaken in St. Vincent and the Grenadines in 2012-2013. I employed a mixed-methods design for this research to reduce issues inherent in the use of each type of method, as well as to gather data…

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…

The potential of emotional interaction between human and computer has recently interested researchers in human-computer interaction. The instructional impact of this interaction in learning environments has not been established, however. This study examined the impact of emotion and gender of a pedagogical agent as a learning companion (PAL) on…