No Best Prize, But a Better Way: Exploring the Primary Prevention Application of Rewards in School-Wide Positive Behavior Support (SWPBS) Programs

沒有最好的獎勵，但有更好的方式：淺談獎賞在學校全面正向行為支持計畫（SWPBS）中的初級預防

10.6251/BEP.202409_56(1).0002

Yi-Jen Karen Yu(尤怡人)；Shih-Tseng Tina Huang(黃世琤)；Gary Chon-Wen Shyi(襲充文)；Shu-Ping Gong(龔書萍)

verbal praise for effort ； tangible rewards ； the effect of combination ； primary prevention ； 對努力的稱讚 ； 實質獎賞 ； 獎賞的綜合運用 ； 初級預防

教育心理學報

56卷1期（2024 / 09 / 01）

25 - 43

英文;繁體中文

A variety of behavioral measures have been adopted and demonstrated to affect students' academic performance and learning behaviors in educational settings. Among them, verbal praise has been deemed as the dominant and effective type of reinforcement in the literature, whereas tangible rewards have been regarded as the controversial type compared to verbal praise. After reviewing the evidence of tangible rewards for their positive behavioral impact, we propose the alternative of combined deployment of the two most widely used forms of reward and argue how the combined use might yield even greater synergetic outcomes. Specifically, we suggest four guidelines to follow and set up the tangible reward as the external goal for students to achieve and the verbal praise as the connector between the external goal, their inner motivation, and effort. These not only provide a goal to strive for and enhance inner confidence, but also empower students to feel that their future is determined by themselves. Several possible advantages could arise from such deployment of combined rewards. Not only the combined rewards might take less time to produce their joint effects, but better support proper behaviors. In addition to providing another model to get praise, the combined rewards could offer greater feasibility in dealing with children's serious problems in educational settings. These suggestions may provide frontline teachers with strategies to promote more effective primary prevention of students' positive behaviors.

在校園中，已有許多方式證明可以提升學生的學業成績和學習行為。其中，口頭稱讚在大部分的文獻中占了絕對的地位，並且屬於有效的強化類型，然而和口頭稱讚相比，實際獎賞比較具有爭議性。在探究了許多關於實質獎賞對其學生行為表現的正面影響的研究之後，我們提出了聚焦在這兩種獎勵形式組合運用而非互相比較優劣，並討論了要如何綜合使用以期產生更好的協同作用力。具體來說，我們提出四個步驟，建議將有形的實質獎賞作為學生要實現的外在目標，以口頭稱讚連接外在目標、內在動機與努力的個人價值。這種雙管齊下的運用會產生幾個優勢，除了能縮短產生效果的時間之外，還能更有效地引導學生常規，提供另一種可得稱讚的途徑，甚至在處理學生嚴重的行為或情緒問題時提供更大的可行性。期待這些建議可以提供給第一線教師制定策略，在初級預防的層級中更有效地促進學生的正向行為。