Date of Award

8-1984

Degree Name

Specialist in Education

Department

Psychology

First Advisor

Dr. Howard Farris

Second Advisor

Dr. Galen Alessi

Third Advisor

Dr. Neil Kent

Access Setting

Masters Thesis-Open Access

Abstract

Several factors in program design and concurrent research of study programs for academically at-risk students have been noted in reviewing the literature. Two of the most effective techniques are self-monitoring and contracting. While many of the programs based on these procedures have shown significant increases in rates of study behavior, few have reported actual academic gains. Those that have predominately used simple difference of means tests to show significance. A major drawback to many of the study improvement programs is that they require additional expense to be implemented and maintained.

Prescriptive Contracting in an Individualized Guided Study center was designed to use self-monitoring of assignments due and contracting for academic work based on the self-reports of work due. In implementing and evaluating this program, academic behavior was measured directly as points earned rather than rates of study behavior, and these changes were analyzed by linear regression formulas as well as difference in means measures. Significant improvements were found across all subjects, within most subject totals, and in many individual categories of student responses as a result of the intervention.

Included in

Psychology Commons

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