Competence, persistence, and success: The positive psychology of behavioral skill instruction

Early school failure is a critical factor in the development of peer rejection and antisocial behavior in children. This paper describes three sets of instructional strategies that have been shown to promote high levels of academic competence by arranging frequent opportunities for correct skill pra...

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Bibliographic Details
Published in:Psychology in the schools 2004-01, Vol.41 (1), p.19-30
Main Authors: Martens, Brian K., Witt, Joseph C.
Format: Article
Language:English
Subjects:
Antisocial Behavior
Behavior Disorders
Educational Practices
Educational Strategies
Rejection (Psychology)
Teacher Effectiveness
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Summary:Early school failure is a critical factor in the development of peer rejection and antisocial behavior in children. This paper describes three sets of instructional strategies that have been shown to promote high levels of academic competence by arranging frequent opportunities for correct skill practice: (a) teaching children at their instructional level and monitoring progress, (b) teaching children differently as their skills improve, and (c) rewarding success and setting goals. Research is reviewed showing that practicing skills to high levels of fluency leads to retention and endurance, the emergence of new forms of a skill, and creative problem solving. The motivation of children to complete academic tasks through the strategic use of reinforcement is discussed, as are the implications of these strategies for encouraging children to be persistent, self‐motivated, life‐long learners. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 19–30, 2004.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.10135