Self-management in the classroom: Self-imposed response cost versus self-reward

Humphrey, Laura L.; Karoly, Paul; Kirschenbaum, Daniel S.

doi:10.1016/s0005-7894(78)80132-4

“…No adverse effects of the cost procedure were noted. Similar results were reported by Humphrey, Karoly, and Kirschenbaum (1978) in a normal second-grade reading class. Children self-evaluated their workbook performance and then self-imposed either a reward or a responsecost.…”

Section: Self-punishmentsupporting

confidence: 89%

Applications of Self‐control Procedures by Children: A Review

O’Leary¹,

Dubey²

1979

J of App Behav Analysis

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Self-control procedures as used by children to affect their own behavior were reviewed. Particular emphasis was placed on self-instruction, self-determined criteria, self-assessment, and self-reinforcement. Self-punishment, comprehensive programs, and innovative self-control procedures (distraction and restatement of contingencies) were also evaluated. Basic effectiveness, comparisons with similar externally imposed interventions, maintenance, and the augmental value of the procedures were assessed. Important problems for future research were identified.

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“…One possibility is that people's use of self-regulatory strategies influences how well they can resolve self-control conflicts. Indeed, studies of responses to self-control conflicts have identified a range of strategies people use to resolve those conflicts, including focusing on either positive or negative outcomes of two experimental tasks (Roney et al, 1995), goal setting (Locke & Latham, 2002, implementation intentions (Gollwitzer, 1999), self-reward (Humphrey et al, 1978;Mahoney, 1974), reappraisal, or distraction (Mischel & Baker, 1975;Mischel et al, 1989; see Hennecke & Bu¨rgler, 2020, for a review). Beyond these reactive strategies are strategies that can be deployed to prevent self-control conflicts from occurring in the first place, namely situation modification (modifying a situation to make self-control easier, for example hiding a temptation away from sight) and situation selection (avoiding situations in which selfcontrol is more difficult and/or searching out situations that accommodate successful self-control, like studying in a quiet library; Duckworth et al, 2014;Gross, 1998).…”

Section: Introductionmentioning

confidence: 99%

Flexibility in using self-regulatory strategies to manage self-control conflicts: The role of metacognitive knowledge, strategy repertoire, and feedback monitoring

Bürgler

¹

,

Hoyle

²

,

Hennecke

³

2021

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For regulating emotion, it has been shown that people benefit from being flexible in their use of emotion regulation strategies. In the current study, we built on research focused on regulatory flexibility with respect to emotions to investigate flexibility in the use of self-regulatory strategies to resolve daily self-control conflicts. We investigated three components of flexibility: (1) metacognitive knowledge, (2) strategy repertoire, and (3) feedback monitoring. In a 10-day experience sampling study, 226 participants reported whether they had, within the past hour, experienced a self-control conflict of initiating an aversive activity, persisting in it, or inhibiting an unwanted impulse in response to a temptation. Results support the hypothesis that higher levels of all three components of flexibility are associated with higher levels of success in managing daily self-control conflicts, except for strategy repertoire and feedback monitoring in conflicts of persistence. Results also support the hypothesis that higher levels of trait self-control are associated with higher levels of metacognitive knowledge and feedback monitoring for conflicts of initiation, but not for conflicts of persistence and inhibition. We found no evidence of an association between trait self-control and strategy repertoire. These findings demonstrate the importance of flexible strategy use during daily self-control conflicts.

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“…One possibility is that people's use of self-regulatory strategies influences how well they can resolve self-control conflicts. Indeed, studies of responses to self-control conflicts have identified a range of strategies people use to resolve those conflicts, including focusing on either positive or negative outcomes of two experimental tasks (Roney, 1995), goal setting (Locke & Latham, 2002, implementation intentions (Gollwitzer, 1999), self-reward (Humphrey et al, 1978;Mahoney, 1974), reappraisal, or distraction (Mischel & Baker, 1975;Mischel et al, 1989; see , for a review). Beyond these reactive strategies are strategies that can be deployed to prevent self-control conflicts from occurring in the first place, namely situation modification (modifying a situation to make self-control easier, for example hiding a temptation away from sight) and situation selection (avoiding situations in which self-control is more difficult and/or searching out situations that accommodate successful self-control, like studying in a quiet library; Duckworth et al, 2014;Gross, 1998).…”

Section: Flexibility In Using Self-regulatory Strategies To Manage Sementioning

confidence: 99%

Flexibility in Using Self-Regulatory Strategies to Manage Self-Control Conflicts: The Role of Metacognitive Knowledge, Strategy Repertoire, and Feedback Monitoring

Bürgler¹,

Hoyle²,

Hennecke³

2020

Preprint

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For regulating emotion, it has been shown that people benefit from being flexible in their use of emotion regulation strategies. In the current study, we built on research focused on regulatory flexibility with respect to emotions to investigate flexibility in the use of self-regulatory strategies to resolve daily self-control conflicts. We investigated three components of flexibility: (1) metacognitive knowledge, (2) strategy repertoire, and (3) feedback monitoring. In a 10-day experience sampling study, 226 participants reported whether they had, within the past hour, experienced a self-control conflict of initiating an aversive activity, persisting in it, or inhibiting an unwanted impulse in response to a temptation. Results support the hypothesis that higher levels of all three components of flexibility are associated with higher levels of success in managing daily self-control conflicts, except for strategy repertoire and feedback monitoring in conflicts of persistence. Results also support the hypothesis that higher levels of trait self-control are associated with higher levels of metacognitive knowledge and feedback monitoring for conflicts of initiation, but not for conflicts of persistence and inhibition. We found no evidence of an association between trait self-control and strategy repertoire. These findings demonstrate the importance of flexible strategy use during daily self-control conflicts.

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Self-management in the classroom: Self-imposed response cost versus self-reward

Cited by 31 publications

References 25 publications

Applications of Self‐control Procedures by Children: A Review

Applications of Self‐control Procedures by Children: A Review

Flexibility in using self-regulatory strategies to manage self-control conflicts: The role of metacognitive knowledge, strategy repertoire, and feedback monitoring

Flexibility in Using Self-Regulatory Strategies to Manage Self-Control Conflicts: The Role of Metacognitive Knowledge, Strategy Repertoire, and Feedback Monitoring

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