Children's self-determination of standards in reinforcement contingencies: A re-examination

Abstract

The effects of contingent reinforcement under conditions of self-determined and externally determined standards were studied in two fifth-grade language art classes ( n=64). Since external demands have confounded the effects of self-management previously, a major purpose was to examine the standards which students selected without external restriction and the effects on work rates. Students worked on an individualized curriculum in six heterogeneous groups within each class. Both external and self-determination of standards within reinforcement contingencies was experienced by both classes but in a counterbalanced order. Findings demonstrated an increase in the work rates over baseline from both contingency conditions ( p<.05). Contingent reinforcement with externally determined standards produced an increase over reinforcement with self-determined standards ( p<.05). Children selected increasingly lenient standards over the six weeks. Experience with external standards did not influence subsequent self-determined standards. The leniency was discussed in terms of peer influences and the relation of effort to rewards under self-management procedures with varying external demands.