REDUCING OFF-TASK BEHAVIOR IN THE CLASSROOM - A COMPARISON OF ENCOURAGEMENT AND REPRIMANDS
REDUCING OFF-TASK BEHAVIOR IN THE CLASSROOM - A COMPARISON OF ENCOURAGEMENT AND REPRIMANDS
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DOI：
10.1007/bf00916345
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发表时间：
1987-06-01
影响因子：
3.6
通讯作者：
ROSEN, LA
中科院分区：
文献类型：
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作者：
ABRAMOWITZ, AJ;OLEARY, SG;ROSEN, LA
教师报告说，使用训斥和鼓励作为减少课堂上偏离任务行为的策略。尽管许多研究已经证明了训斥的有效性，但没有一项研究探讨了鼓励的有效性。为了回答这个问题，我们做了两个实验。受试者是16名儿童与学术和/或行为问题谁被分配到两个班之一，在夏季补救计划。实验一采用了一种反转设计，在每个班级中比较无反馈条件下的训斥和鼓励。事实证明，在减少偏离任务的行为方面，责备比没有反馈要上级，但鼓励没有。在实验II中，责备和鼓励被直接相互比较，每个班级都暴露在这两种条件下。与鼓励相比，责备导致了较低的任务外行为率和较高的学术生产力。
Teachers report using both reprimands and encouragement as strategies to reduce off-task behavior in the classroom. Although numerous studies have demonstrated the effectiveness of reprimands, none has examined the efficacy of encouragement. In order to answer this question, two experiments were performed. Subjects were 16 children with academic and/or behavioral problems who were assigned to one of two classes in a remedial summer program. Experiment 1 employed a reversal design in each class to compare either reprimands or encouragement with No-Feedback conditions. Reprimands proved superior to No Feedback in reducing off-task behavior, but Encouragement did not. In Experiment II Reprimands and Encouragement were directly compared to one another, with each class exposed to both conditions. Reprimands resulted in lower rates of off-task behavior and higher academic productivity than Encouragement.