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Direct linkParkhurst, John T.; Fleisher, Matthew S.; Skinner, Christopher H.; Woehr, David J.; Hawthorn-Embree, Meredith L. – Learning and Individual Differences, 2011
After completing the Multidimensional Work-Ethic Profile (MWEP), 98 college students were given a 20-problem math computation assignment and instructed to stop working on the assignment after completing 10 problems. Next, they were allowed to choose to finish either the partially completed assignment that had 10 problems remaining or a new…
Descriptors: Homework, Educational Research, Work Ethic, Assignments
Hawthorn-Embree, Meredith L.; Skinner, Christopher H.; Parkhurst, John; O'Neil, Michael; Conley, Elisha – School Psychology Quarterly, 2010
Academic skill development requires engagement in effortful academic behaviors. Although students may be more likely to choose to engage in behaviors that require less effort, they also may be motivated to complete assignments that they have already begun. Seventh-grade students (N = 88) began a mathematics computation worksheet, but were stopped…
Descriptors: Mathematics Instruction, Grade 7, Skill Development, Student Motivation
Meadows, Sadonya F.; Skinner, Christopher H. – Journal of Behavioral Education, 2005
Research on the additive interspersal procedure was extended by exposing seventh-grade students to curricula-based (e.g., educationally valid) language arts assignments. In Experiment I, each student was given a control language arts assignment containing 20 discrete target items and an experimental assignment containing 24 equivalent target…
Descriptors: Language Arts, Validity, Grade 7, Assignments
