Effects of locus of control and type of feedback on the task performance of lower-class black children.

Baron, Reuben M.; Ganz, Richard L.

doi:10.1037/h0032099

Cited by 77 publications

(46 citation statements)

References 26 publications

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“…(Forness, 1973, remarks that it is doubtful that in the present-day American educational system many students get to that point. In the present synthesis, only one experiment was found, Baron, 1972, to have conditions that appear to correspond to the definition of this category. )…”

mentioning

confidence: 85%

Classroom Reinforcement and Learning: A Quantitative Synthesis

Lysakowski

Walberg

1981

The Journal of Educational Research

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To estimate the instructional effects of rewards or positive reinforcement, both primary and secondary, on classroom learning, 102 effect sizes were calculated from statistical data in 39 studies spanning a period of 20 years and containing a combined sample of 4,842 students in 202 classes. The mean of the studymedian effect sizes is 1.17, which suggests average percentiles on learning outcomes of 88 and SO, respectively, for positively reinforced and control groups. Contrary to previous theory and opinions, the strong effects of instructional reinforcement appear constant across grades (kindergarten through college), socioeconomic levels, race, private and public schools, and community types; but tangible reinforcers may be slightly more effective than intangible ones; and girls and students in special schools and classes may be slightly more affected by reinforcements than other students.W hat aspects of rewards or reinforcement are most effective for leaming? What techniques, on average, produce optimal results for different gender, race, and socioeconomic-status groups of students? The purpose of this paper is to provide a quantitative summary of recent research relevant to these and other questions by using statistical techniques developed by Glass (1977), Light and Smith (1971), Rosenthal (1976), and others to synthesize studies within a research domain . The present synthesis con cerns experimental and quasi-experimental research in natural classroom settings.The idea that learning can be initiated, stimulated, or increased by conscious use of rewards is not a twentiethcentury discovery. Aristotle and Plato argued that learners mus t be stimulated or motivated to awaken interest and desire for learning. Birnbaum (1962) describes how edible re inforcements (nuts , figs, and honey) were used as rewards in the twelfth-cen tury teaching of the Torah (p. 385). Birnbaum (1975, p. 225) also cites medieval manuscripts teaching parents and guardians about the use of educational re inforcements-for example , immediate and delayed reinforcements as well as social , tangible, and other types -to in duce children to acquire study habits and to love learning. In these writings , the developmental aspects of reinforcement are clearly described; and primary and secondary reinforcements such as food and praise are both exemplified.Classic learning theorists of the current century (Watson

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mentioning

confidence: 85%

Classroom Reinforcement and Learning: A Quantitative Synthesis

Lysakowski

Walberg

1981

The Journal of Educational Research

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show abstract

“…We assume that this could be caused by providing feedback just once between two short tests. In many studies the impact of feedback was examined considering several feedback interventions (e.g., Baron, Ganz, 1972;Di Paula, Campbell, 2002;Heslin, Latham, 2004;. It seems probable that the effect of feedback increases by receiving several feedback interventions, for instance across several feedback loops.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, people with an external LOC (externals) have low expectations of control and attribute failure or success to external sources (e.g., other people, fate, fortune). According to the nature of feedback Baron and Ganz (1972, see also Baron et al, 1974) found that internals achieved a better performance than externals when task-supplied feedback was presented. On the other hand, externals showed a better performance than internals when feedback was given by an experimenter.…”

Section: Core Self-evaluations and Their Impact On Feedbackmentioning

confidence: 99%

Individual Differences Concerning the Impact of Feedback Specifying the Role of Core Self-Evaluations

Krenn¹,

Wuerth²,

Hergovich³

2013

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Abstract:The impact of feedback on performance turned out to be inconsistent with respect to the significance of a wide range of moderating variables. Concerning personality traits, generalized self-efficacy, self-esteem, locus of control, and emotional stability have been shown to affect the processing of feedba ck. So far, feedback research has observed these traits in isolation, neglecting their interrelations. This study was carried out to investigate the impact of an integrative, higher order concept including these traits (termed as core self-evaluations) on the effects of feedback interventions. Participants (N = 471) received manipulated positive, negative or no feedback (control group) in the scope of two test performances conducted on the computer. Confirmatory factor analysis corroborated the concept of core self-evaluations. Repeated measures ANOVA did not reveal an effect of core self-evaluations on the impact of feedback. Considering the single traits, solely self-esteem turned out to affect the power of feedback.

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“…It was found that kibbutz children who have been raised in a more directive-controlled way (by both parents and educators) develop less of an internal orientation than children who have been raised in an atmosphere which allows more freedom to experiment and possibly to deduce abstract relationships (Baron & Ganz 1972).…”

Section: Discussionmentioning

confidence: 99%