Neglected Reinforcers in the College Classroom
Bibliographic Data
| ID | 9009335 |
|---|---|
| Authors | Judi Komaki (corresponding author) |
| Year | 1975 |
| Volume | 46 |
| Issue | 1 |
| Pages | 63-74 |
| Publication date | 1975-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.1975.11780628 |
| OpenAlex | W2084990529 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
Consequences that are likely to improve achievement are often unimaginatively used at the college level. The purpose of the present study is to assess whether classroom events, which are often granted but infrequently evaluated, can be used as reinforcers for achievement. Students' performance is compared under a contingency and a noncontingency condition, using a repeated measures factorial design. Students perform better when they can earn points toward options such as the opportunity to drop low scores, be excused from the final examination, and turn in work for extra credit. It is concluded that events such as these should not be ignored and that they should be considered seriously whenever designing a course
Academic achievement · Contingency · Contingency management · Demographic economics · Drop out · Economics · Mathematics education · Behavioral and Psychological Studies · Management and Marketing Education · Psychology · School Choice and Performance · Social Psychology
| Citations per year | 0.02 |
|---|---|
| Citation span | 1976 - 1976 (1) |
| Highly cited | No |