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Related Experiment Videos

Effects of contingency contracting on study rate and test performance.

M M Bristol, H N Sloane

    Journal of Applied Behavior Analysis
    |January 1, 1974
    PubMed
    Summary

    Contingency contracting increased undergraduate psychology students' study rates but only improved test performance for below-average students. Gains did not transfer to non-contracted courses.

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    Teacher presentation rate and point delivery rate. Effects on classroom disruption, performance accuracy, and response rate.

    Behavior modification·1986

    Area of Science:

    • Psychology
    • Educational Psychology
    • Behavioral Science

    Background:

    • Student academic success is influenced by study habits and test performance.
    • Contingency contracting is a behavioral intervention strategy.
    • Understanding the efficacy of such programs is crucial for academic support.

    Purpose of the Study:

    • To evaluate a contingency contracting program's effectiveness in increasing undergraduate students' study rates.
    • To assess the program's impact on students' final course test performance.
    • To determine if study rate improvements generalize to non-contracted academic tasks.

    Main Methods:

    • A contingency contracting program was implemented with undergraduate psychology students.
    • Individual experiments assessed the program's effect on study rate.
    • Matched control groups were used to compare final course scores.
    • A reversal procedure verified the impact on study rate.

    Main Results:

    • Contingency contracting significantly increased study rates across a wide range of student abilities.
    • The program selectively improved test performance only in below-average students.
    • Study rate gains did not generalize to courses without the contracting program.
    • Self-recording of study time without consequences did not enhance test performance.

    Conclusions:

    • Contingency contracting is effective in boosting study rates for diverse students.
    • Its benefits for test performance are limited to specific student subgroups.
    • Generalization of study habit improvements to other academic contexts is not guaranteed.
    • Further research is needed to optimize behavioral interventions for academic achievement.

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