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ERIC Number: ED039180
Record Type: RIE
Publication Date: 1970-Mar
Pages: 14
Abstractor: N/A
Reference Count: 0
The Reactions of Internal and External Children to Patterns of Teaching Behavior.
Morrison, Betty Mae
The hypothesis that teacher reinforcement behavior has a different effect on "internal" children (those who believe that they can affect their environment through their own behavior) than on "external" children (those who feel controlled by fate or influences much stronger than themselves) is the basis of this study. This hypothesis is derived from two paradoxical assumptions: (1) that internal children perceive more readily the connection between their actions and teacher reinforcement behavior and thus learn more and (2) that external children, lacking self-confidence, are more sensitive to teacher reinforcement behavior, and thus learn more than internal children. However, when 910 sixth-grade students were divided into these two categories by means of the Internal-External Control Scale and pre- and posttested on the Metropolitan Achievement Test Battery, no significant difference was found between the change scores of internal and external children for the same degree of teacher reinforcement behavior. It was found, however, that for the entire group, a greater degree of teacher reinforcement behavior resulted in increased student learning. (Being of marginal legibility, data tables have been omitted. Available from clearinghouse or author at Case Western Reserve Univ.) (RT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting, AERA, Minneapolis, 1970