This chapter examines the relation between rational/irrational thinking and behavior. It reviews studies assessing the irrational beliefs-dysfunctional/maladaptive behavior relationship, and focused mainly on research that evaluates the four types of beliefs separately, rather than global irrationality. Despite an obvious degree of specificity in the behavioral consequences of individual irrational beliefs, there is also an overlap in their effects (e.g., the aggressive expression of anger is related to high levels of low frustration tolerance, self-downing, and demandingness). This is not surprising considering the hypothesized mutual interdependence among diverse irrational beliefs.

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Single equation regression models have been used to test the effect of Supplemental Instruction (SI) on student retention. These models, however, fail to account for the two salient features of SI attendance and retention: (1) both SI attendance and retention are categorical variables, and (2) are jointly determined endogenous variables. Adopting primarily from the economics education literature, this article applies the bivariate probit model, a model appropriate for the case of simultaneous binary choice, to analyze the effect of SI attendance on retention. It is demonstrated that single equation methods are likely to overestimate this effect.

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