Praise and reproof on a classroom achievement test were administered to 52 university female students, both high and low achievers. The effects of praise and reproof were evaluated in terms of performance on an independent variable. Results indicate that praise has more generalized positive effects on performance than reproof.
Measures of body-cathexis, self-cathexis, and anxiety were administered to 74 junior and senior students in educational psychology The body and self tended to be cathected to the same degree, and anxiety was highly correlated with both cathexes. Correlations with grade-point average were nonsignificant. Thus, values placed on body and self tended to be commensurate but lack predictive validity for college academic success.
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