Self-control training in the classroom: a review and critique

Area of Science:

• Educational Psychology
• Behavioral Science
• Classroom Management

Background:

• Classroom self-control training is increasingly adopted in educational settings.
• Effective self-controlled behavior modification programs can improve student autonomy and teacher efficiency.

Purpose of the Study:

• To review key components of self-control relevant to classroom settings.
• To examine strategies and challenges associated with implementing self-control training.
• To provide recommendations for enhancing the effectiveness of classroom self-control interventions.

Main Methods:

• Review of literature on self-control components: self-recording, self-evaluation, self-determination of contingencies, and self-instruction.
• Examination of self-control strategies for maintaining classroom behavior.
• Analysis of issues including reliability of self-observation, response maintenance, generalization, and the role of external control.

Main Results:

• Self-control training involves specific components like self-recording and self-instruction.
• Key challenges include ensuring reliability, maintenance, and generalization of learned behaviors.
• External control plays a role in the effectiveness of self-control procedures.

Conclusions:

• Teaching students self-observational skills and self-praise can maximize training effectiveness.
• Further research is needed on the social implications of self-control procedures in classrooms.
• Self-control training offers a promising avenue for student behavior management and academic success.