Effects of information feedback and self-administered consequences on self-monitoring study behavior

Self-monitoring involves systematic self-observation followed by self-recording. Three hypotheses were tested in this experiment: (a) the previous finding that that self-monitoring changes study behavior would be replicated; (b) information feedback accounts for some of this behavior change; and (c)...

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Bibliographic Details
Published in:Journal of counseling psychology 1976-07, Vol.23 (4), p.316-321
Main Authors: Richards, C. Steven, McReynolds, William T, Holt, Sue, Sexton, Tom
Format: Article
Language:English
Subjects:
College Students
Consequence
Feedback
Human
Monitoring
Self-Control
Study Habits
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Summary:Self-monitoring involves systematic self-observation followed by self-recording. Three hypotheses were tested in this experiment: (a) the previous finding that that self-monitoring changes study behavior would be replicated; (b) information feedback accounts for some of this behavior change; and (c) this behavior change can be enhanced by manipulating the quantity and quality of information feedback and self-administered consequences associated with self-monitoring. 87 volunteer college students concerned about their study habits were randomly assigned to a no-treatment control group, a study skills advice group, or 1 of 6 self-monitoring plus study skills advice groups. The design included a no-contact control group of 9 nonvolunteers. Grade, questionnaire, and self-monitoring data clearly support the 1st 2 hypotheses, but not the 3rd. The 2nd hypothesis was supported by the finding that students lacking accurate information about the extent (i.e., amount) of their study behavior benefited more from self-monitoring than those who were already knowledgeable about their study behavior. (20 ref)
ISSN:0022-0167
1939-2168
DOI:10.1037/0022-0167.23.4.316