Academic Rank, Task Feedback and Self-Reinforcement in Children
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This experiment explored the non-intellectual correlates of academic achievement from the perspective of research on self-regulation. Part I studied the relationship of class standing (in third and fourth grade boys) and self-reinforcement patterns. Ss evaluated their guesses on a perceptual task as Very Good or Bad. Boys of high class-standing were significantly more self-critical than boys of low class-standing. Part II explored the effects of positive, negative and no feedback on the same Ss. High Ss decreased more rapidly in self-criticism from Part I than Low Ss. Different feedbacks had no different effects on SR rates, but Low Ss tended to show more absolute change after feedback.
2018 ◽
Vol 18
(15)
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pp. 959-975
2011 ◽
Vol 81
(7)
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pp. 417-423
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2014 ◽
Vol 3
(1)
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pp. 17-28
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2018 ◽
Vol 18
(14)
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pp. 827-847
1996 ◽
Vol 79
(3_suppl)
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pp. 1387-1390
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2017 ◽
Vol 49
(6)
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pp. 505-512.e1
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1978 ◽
Vol 47
(2)
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pp. 408-410
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