Second-, third- and fourth-grade children participated in two experiments involving gameplaying. Substantial persistence and generalization of effects of exposure to a peer model were found. (JMB)

A group of 40 fifth grade boys and girls worked at a wheel-turning task in which each child could select, on each trial, how many wheel turns would earn a token exchangeable for either two or ten seconds of cartoon-viewing time. (Author/JMB)

It was hypothisized that socialization within an achievement-oriented culture would encourage children to adjust the amount of self reward according to length and difficulty of a task. Task length but not difficulty was found to influence a self reward in second grade children. (ST)

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

Explores the relative effects of various types of rewards on children's intrinsic motivation. Subjects were 60 preschool and elementary school children. (MP)

Results of the present study show that children by the age of 7 have internalized systematic if not complex rules concerning the conditions under which they may engage in self-gratification. (Author)

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)

The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. Suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful techniques. (Author)

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

The study investigates the relative efficacy of self-monitored and externally imposed reinforcement in intrinsically motivated and extrinsically motivated children, grades two through five. Results show the importance of individual differences in children's dispositions to respond to incentive conditions. (JH)

It was hypothesized that socialization within an achievement-oriented culture would encourage children to adjust the amount of contingent self-reward according to the length and difficulty of a task. A total of 32 second grade children completed long-easy, long-difficult, short-easy, and short-difficult versions of three tasks and set their own…

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.…

First- and fourth-grade children who were given the opportunity to compare performances with a similarly performing peer (a) chose to compare more often, (b) persisted at the task for more trials, and (c) self-rewarded on a smaller proportion of the trials, than did children offered comparison with a consistently superior or inferior peer.…