Abstract
The study tested 2 hypotheses derived from Crandall's work (1963): (1) social reinforcement is an important goal of children's achievement behavior; and (2) girls are more responsive to external approval for achievement effort, while boys are more concerned with satisfying their own standards. Fourth-grade boys and girls, tested by male or female Es, were exposed to 1 of 4 reinforcement conditions: praise, correct, disapproval, or alone. Achievement behavior was measured by the rate of response on a digit-letter coding test. The first hypothesis was supported. All reinforcement conditions produced more achievement behavior than the alone condition. Praise was significantly more effective than correct and disapproval. The second hypothesis was not supported.
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