ERIC Number: ED158835
Record Type: RIE
Publication Date: 1974
Reference Count: 0
The Uses and Limits of Increasing Student Motivation. Technical Report #6.
Lam, David; And Others
The relationship between Hawaiian children's motivation in school and their teachers' use of contingent social reinforcement was examined in the Kamehameha Early Education Program (KEEP). Student motivation was measured by observation of an unspecified number of subjects' on-task behavior--i.e., how often they worked, attended to the teacher, or behaved as the situation required. Teachers who had received inservice training on the use of contingent social reinforcement were also observed on a regular basis and the frequency of their use of social reinforcement was recorded. Weekly summaries of the rate of positive social reinforcement and the percentage of children on-task were posted publicly. The data collected from these observations showed that the KEEP children's average on-task rate was 90 percent and that the percentage of disruptive behavior declined over the 6-month observation period to the point where an observer would see, on the average, only one child or no children being disruptive in the KEEP class. Although the teachers' rate of positive social reinforcement did not correlate with the children's on-task measures on a day-to-day level, the children's work behavior did show a drastic drop when an inexperienced teacher was present and a return to its previously high level when the original teacher, experienced in the use of social reinforcement, returned. It was thus concluded that the students' high level of motivation was attributable to the teachers' frequent use of verbal encouragement and praise. (JMB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: California Univ., Los Angeles. Mental Retardation Research Center.; Hawaii State Dept. of Education, Honolulu.
Authoring Institution: Kamehameha Schools, Honolulu, HI. Kamehameha Early Education Project.
Identifiers: Hawaii; Kamehameha Early Education Program
Note: For related documents, see PS 009 533-537 and PS 009 539-573