Self-monitoring in moderately retarded adolescents: Reactivity and accuracy as a function of valence

Abstract

In an attempt to determine the effects of valence on the accuracy and reactivity of self-monitoring, 40 adolescent moderately retarded students were divided into four groups: (a) self-record a positive aspect of their performance (i.e., finish a bead-string task within the time limit), (b) self-record a negative aspect (i.e., not finish within the time allowed), (c) self-record a neutral aspect (i.e., when they strung the beads), and (d) string beads without self-recording. Acquisition of the self-monitoring skills was not differentially affected by the aspect of the behavior (i.e., positive, negative, or neutral) that cued recording, nor were there any differences in accuracy during postassessments. The results indicated: (a) the group monitoring when they finished significantly surpassed the group monitoring when they did not finish, and (b) the positive and neutral monitoring groups significantly outgained the negative and control groups. Based on these results it is suggested that the reactive effects of self-monitoring are determined, in part, by the aspect of performance that cues the self-recording response.