Suggestions from behavior modification and Personalized Systems of Instruction (PSI) research concerning some subtle variables affecting course success are presented. Variables of interpersonal relationship and of expectancies on the parts of students, proctors, and instructors are delineated. (Author/JR)

Analyzes the use of behavioral self-modification projects in college classes. Such projects are attempts by students to apply the principles of behavioral psychology to their own behavior. Discussed are impact of projects on student learning, extent of student behavior change, and adequacy of research design. (Author/AV)

Discussed are self-modification projects in college psychology courses. Findings indicate that, although students respond favorably to projects involving self-control, they tend to report their actions incorrectly when grades are involved. (Author/DB)

Describes study to determine the success of university students' behavioral self-control projects. Results indicate that the teaching of self-control principles is easily integrated into personal adjustment classes and can have lasting effects on students' coping skills. (KC)

Reports on the misconceptions held about behavior analysis among students in two advanced undergraduate courses in behavior modification. Finds that only 3 of 13 common misconceptions were held widely. Reveals that these three misconceptions were resistant to change. (CFR)

Assesses students' concepts of aging at the beginning, middle, and end of a psychology of aging course. Results show students' knowledge reflected stereotypes in the beginning, but during the course, new concepts appeared. Claims instructors can benefit from using this technique to plan and assess success of course goals. (Author/NL)