Abstract
Within educational settings, at any given moment students may choose to engage in assigned academic tasks or other in non-educational activities. The matching law describes and predicts choice behavior. Researchers have used the principles of the matching law to investigate the effects of reinforcement rate, quality, and immediacy as well as response effort on student choice behavior. Results have produced a knowledge base that may allow educators to increase the probability of students choosing to engage in assigned tasks. In the current paper, matching theory and research is reviewed along with descriptions of strategies and procedures that can be used to alter students' behavior within classroom environments. Directions for future applied and application research are provided.
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