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Книги

  1. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman.
  2. Dinkmeyer, D., & Dreikurs, R. (1963). Encouraging children to learn. Englewood Cliffs, New Jersey, USA: Prentice-Hall.
  3. Frank, R. (1988). Passions within reason: The strategic role of the emotions. New York: W.W. Norton & Co. Linehan, Marsha M. DBT Skills Training Manual. Guilford Publications, 2014.
  4. Robins, G. (2012). Praise, Motivation, and the Child. New York: Routledge.
  5. Rosenberg, M.B. (2003). Non-violent communication : a language of life : create your life, your relationships & your world in harmony with your values. Encinitas, Calif.: Puddle Dancer ; Lancaster.
  6. Stone, D. and Heen, S. (2015). Thanks for the Feedback: the Science and Art of Receiving Feedback Well : (even When It Is off base, unfair, Poorly delivered, and frankly, you’re Not in the mood). London: Portfolio Penguin.
  7. Sweeney, T. J. (2009). Adlerian counseling and psychotherapy: A practitioner’s approach. New York, NY: Taylor & Francis.

Исследования

  1. Algoe, Sara B., and Jonathan Haidt. “Witnessing Excellence in Action: The “Other-Praising” Emotions of Elevation, Gratitude, and Admiration.” The Journal of Positive Psychology, vol. 4, no. 2, Mar. 2009, pp. 105–127, https://doi.org/10.1080/17439760802650519.
  2. Bear, G. (2010). School discipline and self-discipline. New York, USA: The Guilford Press.
  3. Beets, M. W., Cardinal, B. J., & Alderman, B. L. (2010). Parental social support and the physical activity-related behaviors of youth: A review. Health Education & Behavior, 37, 621-644. doi:10.1177/1090198110363884
  4. Brophy, J. (1981). Teacher Praise: a Functional Analysis. Review of Educational Research, 51(1), pp.5–32. doi:https://doi.org/10.3102/00346543051001005.
  5. Butler, R. (1987). Task-involving and ego-involving properties of evalu- ation: Effects of different feedback conditions on motivational percep- tions, interest and performance. Journal of Educational Psychology, 79, 474-482.
  6. Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving evaluation on interest and performance. Brit- ish Journal of Educational Psychology, 58, 1-14.
  7. Cope, B. (2007). How to plan for behaviour development and classroom management: Maximising student engagement. New South Wales, Australia: Pearson Education.
  8. Deci, E.L., Koestner, R. and Ryan, R.M. (1999). A meta-analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic motivation. Psychological Bulletin, 125(6), pp.627–668. doi:https://doi.org/10.1037//0033-2909.125.6.627.
  9. Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27. doi: 10.3102/00346543071001001
  10. Dweck, C. S., & Leggett, E. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  11. Elliott, E. S., & Dweck, C. S. (1988). Goal: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
  12. Emmons, Robert A., and Michael E. McCullough. “Counting Blessings versus Burdens: An Experimental Investigation of Gratitude and Subjective Well-Being in Daily Life.” Journal of Personality and Social Psychology, vol. 84, no. 2, 2003, pp. 377–389, greatergood.berkeley.edu/pdfs/GratitudePDFs/6Emmons-BlessingsBurdens.pdf, https://doi.org/10.1037/0022-3514.84.2.377.
  13. Ferguson, M. (2013). Praise: What Does the Literature Say? What Are the Implications for Teachers?. Kairaranga, 14(2), pp.35–39.
  14. Graham, Sandra, and George P. Barker. “The down Side of Help: An Attributional-Developmental Analysis of Helping Behavior as a Low-Ability Cue.” Journal of Educational Psychology, vol. 82, no. 1, 1990, pp. 7–14, https://doi.org/10.1037/0022-0663.82.1.7.
  15. Hattie, J. A. (1999, June.). Influences on student learning (Inaugural professorial address, University of Auckland, New Zealand). Retrieved from http://www.arts .auckland.ac.nz/staff/index.cfm?P=8650
  16. Hattie, J. and Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), pp.81–112. doi:https://doi.org/10.3102/003465430298487.
  17. Helgeson, V. S., & Cohen, S. (1996). Social support and adjustment to can- cer: Reconciling descriptive, correlational, and intervention research. Health Psychology, 15, 135-148. doi:10.1037/0278-6133.15.2.135
  18. Hwang, K. O., Ottenbacher, A. J., Lucke, J. F., Etchegaray, J. M., Graham, A. L., Thomas, E. J., & Bernstam, E. V. (2011). Measuring social support for weight loss in an internet weight loss community. Journal of Health Communication, 16, 198-211. doi:10.1080/10810730.2010.535106
  19. Komase, Yu, et al. “Effects of Gratitude Intervention on Mental Health and Well‐Being among Workers: A Systematic Review.” Journal of Occupational Health, vol. 63, no. 1, Jan. 2021, www.ncbi.nlm.nih.gov/pmc/articles/PMC8582291/, https://doi.org/10.1002/1348-9585.12290.
  20. McCullough, Michael E., et al. “Is Gratitude a Moral Affect?” Psychological Bulletin, vol. 127, no. 2, 2001, pp. 249–266, https://doi.org/10.1037/0033-2909.127.2.249.
  21. Meyer, W.-U. (1992). Paradoxical Effects of Praise and Criticism on Perceived Ability. European Review of Social Psychology, 3(1), pp.259–283. doi:https://doi.org/10.1080/14792779243000087.
  22. Meyer, W.-U. (1992). Paradoxical Effects of Praise and Criticism on Perceived Ability. European Review of Social Psychology, 3(1), pp.259–283. doi:https://doi.org/10.1080/14792779243000087.
  23. Mueller, C.M. and Dweck, C.S. (1998). Praise for Intelligence Can Undermine children’s Motivation and performance. Journal of Personality and Social Psychology, 75(1), pp.33–52. doi:https://doi.org/10.1037//0022-3514.75.1.33.
  24. Parkes, Jay, et al. “Feedback Sandwiches Affect Perceptions but Not Performance.” Advances in Health Sciences Education, vol. 18, no. 3, 12 May 2012, pp. 397–407, https://doi.org/10.1007/s10459-012-9377-9.
  25. Pruitt, Dean G. “Reciprocity and Credit Building in a Laboratory Dyad.” Journal of Personality and Social Psychology, vol. 8, no. 2, Pt.1, 1968, pp. 143–147, https://doi.org/10.1037/h0025323.
  26. Sadler, D.R. (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18(2), pp.119–144.
  27. Sansone, Randy A, and Lori A Sansone. “Gratitude and Well Being: The Benefits of Appreciation.” Psychiatry (Edgmont (Pa. : Township)), vol. 7, no. 11, Nov. 2010, pp. 18–22, www.ncbi.nlm.nih.gov/pmc/articles/PMC3010965/.
  28. Sharp, P. (1985). Behaviour modification in the secondary school: A survey of students’ attitudes to rewards and praise. Behavioral Approaches with Children, 9, 109–112.
  29. Sue, D.W., & Constantine, M. G. (2003). Optimal human functioning in people of color in the United States. In W. B. Walsh (Ed.), Counseling psychology and optimal human functioning (pp. 151-169). Mahwah, NJ: Lawrence Erlbaum.
  30. Swann, W.B., Pelham, B.W. and Chidester, T.R. (1988). Change through paradox: Using self-verification to Alter beliefs. Journal of Personality and Social Psychology, 54(2), pp.268–273. doi:https://doi.org/10.1037/0022-3514.54.2.268.
  31. Veisson, Marika. “Depression Symptoms and Emotional States in Parents of Disabled and Non-Disabled Children.” Social Behavior and Personality: An International Journal, vol. 27, no. 1, 1 Jan. 1999, pp. 87–97, https://doi.org/10.2224/sbp.1999.27.1.87.
  32. Walster, Elaine, et al. “New Directions in Equity Research.” Journal of Personality and Social Psychology, vol. 25, no. 2, 1973, pp. 151–176, https://doi.org/10.1037/h0033967.
  33. Webster-Stratton, C. (2012). Incredible teachers: Nurturing children’s social, emotional and academic competence. Seattle, Washington, USA: Incredible Years
  34. Weiner, Bernard, et al. “The Cognition-Emotion Process in Achievement-Related Contexts.” Journal of Personality and Social Psychology, vol. 37, no. 7, 1979, pp. 1211–1220, https://doi.org/10.1037/0022-3514.37.7.1211.
  35. Winne, P. H. & Butler, D. L. (1994). Student Cognition in learning from teaching. In T. Husen & T. Postlewaite (Eds.), International Encyclopedia of Education (2nd ed., pp.5738-5745). Oxford, UK: Pergamon.
  36. Wong, Y. Joel. “The Psychology of Encouragement.” The Counseling Psychologist, vol. 43, no. 2, 27 Oct. 2014, pp. 178–216,https://doi.org/10.1177/0011000014545091.
  37. Wood, Alex M., et al. “A Social-Cognitive Model of Trait and State Levels of Gratitude.” Emotion, vol. 8, no. 2, 2008, pp. 281–290, https://doi.org/10.1037/1528-3542.8.2.281.
  38. Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215-246. doi:10.3102/00028312037001215
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