ERIC Number: ED040951
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
The Reinforcement Behaviors of Teachers-in-Training.
Harootunian, Berj; Koon, Joseph R., Jr.
In a study of how teacher reinforce learners it was hypothesized that teachers' sanctioning behavior will vary in a given teaching task depending on 1) their tendency to be anxious (their need to avoid failure), 2) their perception of the competence of the student, and 3) the difficulty of the material to be mastered. Forty undergraduate teacher trainees, who had previously been administered the Test Anxiety Questionnaire for division into high anxious and low anxious groups, were required to teach a student on a concept formation task. The student to be taught was a confederate whose performance was determined a priori and was the same for all teachers. Each teacher was set to expect a certain level of performance by his "student" through instructions regarding the difficulty of the task and the competence of his student. A 2 x 2 x 2 factorial design was employed with two levels each of anxiety, student competence, and task difficulty. Teachers were assigned randomly within each anxiety level to the four conditions. Each teacher presented the concept through a series of stimulus cards he gave to the student (behind a screen). Upon receiving each student response card he exercised his option of five responses in the form of reward and punishment tokens. Positive and negative reinforcements of teachers were analyzed separately. Data after analyses of variance came out as predicted but not significantly so. (Implications are discussed.) (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mandler Sarason Test Anxiety Questionnaire
Note: Paper presented at annual meeting, AERA, Minneapolis, 1970