Scheduling Effects of Self-Monitoring on Verbal Classroom Behavior

Author

Thomas A. Hammeke, Fort Hays Kansas State College

Document Type

Thesis - campus only access

DOI

10.58809/LZDG3271

Date of Award

Fall 1975

Degree Name

Master of Science (MS)

Department

Psychology

Advisor

Robert Adams

Abstract

The reactive effects of three schedules of self-monitoring of verbal classroom participation were assessed using a reversal design. One hundred and eight undergraduate students in five different college courses served as subjects. Half the subjects in each of three experimental classes self-monitored the frequency of classroom verbalizations under one of three self-monitoring schedules: continuous, intermittent, and continuous plus intermittent. The remaining students served as controls. The results indicated that only one of the experimental groups (continuous plus intermittent self-monitoring) was consistently affected by self-monitoring as measured by response rate change and percentage of days participating. The inconsistent effects of self-monitoring precluded a comparison of the differential scheduling effects. The results were discussed in relation to previous research involving self-monitoring reactivity and differential scheduling effects.

Comments

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Recommended Citation

Hammeke, Thomas A., "Scheduling Effects of Self-Monitoring on Verbal Classroom Behavior" (1975). Master's Theses. 1566.
DOI: 10.58809/LZDG3271
Available at: https://scholars.fhsu.edu/theses/1566

Rights

© 1975 Thomas A. Hammeke