The effect of altering self-descriptive behavior on self-concept and classroom behavior.
This research examined the impact of operant reinforcement of positive self-descriptive behavior on the self-concepts and classroom behavior of 60 fifth-grade students. Three groups of 10 male and 10 female low self-concept students wrote a series of eight essays describing their school performance. The first group (P) received written reinforcement for positive self-descriptions of their school performance. The second group (G) received an equal number of reinforcements for general statements. The third group (C) received no reinforcement for written statements. Three areas of self-concept were measured with the Primary Self-Concept Inventory: personal-self, social-self, and intellectual-self. A frequency count was also made of nine classroom behaviors thought to be influenced by self-concept. The P group displayed increases in the frequency of positive self-descriptive statement and in intellectual self-concept but no changes in personal self-concept, social self-concept, or the nine classroom behaviors. The G and C groups showed no change in self-description, self-concept, or the nine classroom behaviors.
D000124:Achievement; D001521:Behavior Therapy; D002648:Child; D002652:Child Behavior; D003216:Conditioning, Operant; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D012054:Reinforcement, Psychology; D012574:Schools; D012649:Self Concept; D012647:Self-Assessment; D012928:Social Desirability