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Peer reviewedUnderwood, Bill; And Others – Developmental Psychology, 1973
A direct induction of mood was employed to determine the role of affect in self-gratification. (Authors)
Descriptors: Affective Behavior, Data Analysis, Grade 3, Self Reward
Peer reviewedWard, William D; Jungbluth, John E. – Journal of Psychology, 1980
Descriptors: Academic Achievement, Children, Performance Factors, Self Reward
Peer reviewedStouwie, Roger J.; And Others – Developmental Psychology, 1970
Descriptors: Achievement, Elementary School Students, Examiners, Personality Development
Peer reviewedMasters, John C. – Young Children, 1971
Beginning with preschool years, children compare the rewards they receive with those received by other children. These comparisons have powerful effects upon subsequent self-rewarding behavior, evaluation of rewards and the sharing of rewards with others. A key process in these developments, social comparison," is reviewed in this article.…
Descriptors: Failure, Peer Relationship, Rewards, Self Reward
Peer reviewedElliott, Rogers; Vasta, Ross – Journal of Experimental Child Psychology, 1970
Descriptors: Age Differences, Imitation, Matched Groups, Models
Peer reviewedMasters, John C. – Developmental Psychology, 1971
Descriptors: Friendship, Peer Relationship, Positive Reinforcement, Preschool Children
Peer reviewedMasters, John C. – Child Development, 1973
Study tests the hypothesis that younger children's self-reinforcing tendencies would be governed by prior social comparison concerning the relative amounts of rewards each received by himself and a peer, while older children will take into account whether any observed discrepancy in rewards received is merited or arbitrary. (Author/CB)
Descriptors: Age Differences, Data Analysis, Grade 2, Peer Relationship
Leventhal, Gerald S.; Anderson, David – J Personality Soc Psychol, 1970
Indicates that kindergarten children do not necessarily allocate reward according to level of performance due to the effects of self-interest and esteem. Tables and bibliography. (RW)
Descriptors: Behavioral Science Research, Kindergarten Children, Self Esteem, Self Evaluation
Stein, Aletha Huston – Child Develop, 1969
Research partially supported by grant MH-13470-01 from the National Institute of Mental Health.
Descriptors: Achievement, Achievement Need, Grade 4, Negative Reinforcement
Peer reviewedThelen, Mark H.; Fryrear, Jerry L. – Psychological Reports, 1971
Descriptors: Delinquency, Family Structure, Females, Identification (Psychology)
Peer reviewedAmes, Carole; Felker, Donald W. – Journal of Educational Psychology, 1979
Sixth-grade children classified as high or low in self-concept were given an achievement task on which they succeeded or failed. High, more than low, self-concept children attributed their success to the skill cue. High self-concept children also engaged in more self-reward for success. (Author/RD)
Descriptors: Attribution Theory, Cognitive Processes, Intermediate Grades, Puzzles
Download full textTarte, Robert D. – 1972
Five studies are reported which examine the free vs. earned reward phenomenon in humans. The 420 subjects were distributed over all grade levels from preschool through college. Candies and coins were used as rewards. In preschool through sixth grade groups, black, as well as white subjects and experimenters were used. The California Psychological…
Descriptors: Adolescents, Age Differences, Behavior Development, Behavior Patterns
Peer reviewedAmes, Carole – Journal of Educational Psychology, 1978
Fifth-grade students classified as high or low in self-concept were paired in an achievement-related task in which one succeeded and one failed. High self-concept children attributed success more to their high ability and engaged in more positive self-reinforcement than did low self-concept children. Results were discussed within an attribution…
Descriptors: Academic Achievement, Attribution Theory, Competition, Intermediate Grades
Peer reviewedCrockenberg, Susan B.; And Others – Child Development, 1976
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)
Descriptors: Competition, Cooperation, Educational Environment, Elementary Education
Mumbauer, Corinne C.; Gray, Susan W. – DARCEE Papers and Reports (George Peabody College for Teachers), 1969
One of the differences in child development caused by the mother-dominant, father-absent structure of disadvantaged Negro families might be the differential development of resistance to temptation in male and female children. It would be expected that girls would be more resistant than boys, that girls would show no difference whether their father…
Descriptors: Blacks, Cheating, Disadvantaged, Factor Analysis
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