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Academic response rate as a function of teacher- and self-imposed contingencies
1University of Washington.
Journal of Applied Behavior Analysis
|April 1, 1969
Summary
When pupils set academic goals, their response rates improve. This study found pupil-managed contingencies, not reinforcement size, drive better academic performance.
Area of Science:
- Educational Psychology
- Behavioral Science
Background:
- Understanding factors influencing academic performance is crucial.
- Contingency management is a key behavioral intervention in education.
Purpose of the Study:
- To investigate the impact of the contingency manager (teacher vs. pupil) on pupil academic response rates.
- To determine if reinforcement magnitude interacts with pupil-specified contingencies.
Main Methods:
- Conducted three experiments examining academic response rates.
- Manipulated the contingency manager (teacher or pupil).
- Varied reinforcement magnitude in a third experiment.
Main Results:
- Pupils exhibited higher academic response rates when they arranged contingency requirements compared to when teachers specified them.
- The increase in academic response rate was attributed to the contingency manager, not the reinforcement magnitude.
Conclusions:
- Pupil-determined contingencies are more effective in enhancing academic response rates than teacher-determined ones.
- The identity of the contingency manager is a more significant factor than reinforcement magnitude in this context.
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