Study results indicate that overly powerful extrinsic rewards can reduce intrinsic motivation and suggest that there is a need to control unnecessarily powerful reward systems. (Author/DW)

The influence of ability differences on fifth and sixth graders' imitations of modeled standards of self-reward was examined. (MP)

Investigates the relative effects of systematic self-monitoring and self-reinforcement on children's academic test performances. Eighty-five fourth-grade children were measured on an experimenter-constructed curriculum of history facts, Spanish/English word pairs, and reading comprehension passages. (RH)

Investigates the relationship between task persistence, locus of control, self-reinforcement, and specific expectancies in elementary school children. (CM)

Following trials in which children self-administered prizes, subjects in the stringent-demand group performed significantly better, during both the incentive and the extinction conditions, on time at task, number of correct problems, and number of problems attempted, than did subjects in lenient-demand and control groups. (Author/CP)

The effects of the affective relationship between a model and observer and locus of control on imitative behavior were investigated using a simple imitative task with 28 boys as subjects. Results indicated the need to control the affective relationship between model and observer and support Bandura's position that imitative behavior is primarily…

Petty thievery (or worse) happens in every classroom. Here are techniques to cope with and discourage it. (Editor)

The rate of achievement and enjoyment of 12 learning disabled pupils (ages 8-12 years) in a token economy was demonstrated to be higher when they were permitted to select their own reinforcers than when the teacher selected the reinforcers. (MH)

Elementary teachers were observed for frequency they modeled self-praise for students and taught students to praise and evaluate themselves. Measures of student self-concept, anxiety, and achievement responsibility were taken at end of year. Teacher modeling self-praise and teacher encouragement to praise were best predictors of self-concept.…

This study examines the effects of cooperative versus competitive goal structures on the subsequent intra- and interpersonal behavior of fourth-grade children. Results indicate that the effects of competitively structured environments differ for winners and nonwinners and for boys and girls. (Author/SB)

The S was taught to self-monitor his on- and off-task behavior by using an audiotape recorder to cue his self-recording. Using a combination of multiple baseline across responses and reversal designs, on-task behavior increased dramatically under treatment conditions for both handwriting and math. (Author/DLS)

Modeling, self-verbalization, and self-reinforcement techniques were used to train 18 hyperactive children (6-10 years old) in more effective and less impulsive strategies for approaching cognitive tasks, academic problems, and social situations. (Author/SBH)

Analyzes the nature of future-oriented self-control and the psychological processes underlying it. Reports that the self-control in four-year-old children reveals differences in delay behavior. (YP)