Although previous research has shown the efficacy of self-control techniques such as self-monitoring and self-reinforcement in changing study behavior, the adequacy of the experimental procedures utilized in many studies may be questioned. This experiment re-examined the effects these operant conditioning procedures had on the study behavior of junior college evening students by using three groups of subjects exposed to different combinations of self-control techniques.
Control Group subjects recorded their new thoughts (ideas relating the course material to their everyday lives) in an attempt to control for the effects of novel procedures, motivation and other non-specific variables. Self-Monitoring Group subjects complied with the control procedure, monitored their study time {by recording study start and stop times) and monitored the number of facts learned (by self-administering quizzes). The Self-Reinforcement Group complied with the self-monitoring procedures and self-reinforced their study behavior (by listing their reinforcers, the cost per reinforcer in minutes of study time and recording the number of reinforcements received). Additional data collected consisted of concurrent weekly quiz scores, final examination scores and the extent to which subjects complied with the treatment procedures.
Results showed no significant differences among the three groups on either concurrent quizzes or on the final examination. The Self-!","abstract_html":"<p>Although previous research has shown the efficacy of self-control techniques such as self-monitoring and self-reinforcement in changing study behavior, the adequacy of the experimental procedures utilized in many studies may be questioned. This experiment re-examined the effects these operant conditioning procedures had on the study behavior of junior college evening students by using three groups of subjects exposed to different combinations of self-control techniques.</p> <p>Control Group subjects recorded their new thoughts (ideas relating the course material to their everyday lives) in an attempt to control for the effects of novel procedures, motivation and other non-specific variables. Self-Monitoring Group subjects complied with the control procedure, monitored their study time {by recording study start and stop times) and monitored the number of facts learned (by self-administering quizzes). The Self-Reinforcement Group complied with the self-monitoring procedures and self-reinforced their study behavior (by listing their reinforcers, the cost per reinforcer in minutes of study time and recording the number of reinforcements received). Additional data collected consisted of concurrent weekly quiz scores, final examination scores and the extent to which subjects complied with the treatment procedures.</p> <p>Results showed no significant differences among the three groups on either concurrent quizzes or on the final examination. The Self-!","abstract_has_math":false,"creators":["Cesa, Thomas A."],"institution":null,"degree_name":"Master of Arts (M.A.)","degree_level":"Thesis","degree_discipline":"Graduate School","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1974,"date_issued":"1974-01-01T08:00:00Z","date_published":"1974-01-01T08:00:00Z","updated_at":"2026-07-24T05:37:42Z","subjects":["Operant conditioning","Operant behavior","Self-control","Education","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/NKC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/1833","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Cesa, Thomas A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1974-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate School"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (M.A.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Operant conditioning","Operant behavior","Self-control","Education","Social and Behavioral Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/NKC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarlycommons.pacific.edu/uop_etds/1833"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["
Although previous research has shown the efficacy of self-control techniques such as self-monitoring and self-reinforcement in changing study behavior, the adequacy of the experimental procedures utilized in many studies may be questioned. This experiment re-examined the effects these operant conditioning procedures had on the study behavior of junior college evening students by using three groups of subjects exposed to different combinations of self-control techniques.
Control Group subjects recorded their new thoughts (ideas relating the course material to their everyday lives) in an attempt to control for the effects of novel procedures, motivation and other non-specific variables. Self-Monitoring Group subjects complied with the control procedure, monitored their study time {by recording study start and stop times) and monitored the number of facts learned (by self-administering quizzes). The Self-Reinforcement Group complied with the self-monitoring procedures and self-reinforced their study behavior (by listing their reinforcers, the cost per reinforcer in minutes of study time and recording the number of reinforcements received). Additional data collected consisted of concurrent weekly quiz scores, final examination scores and the extent to which subjects complied with the treatment procedures.
Results showed no significant differences among the three groups on either concurrent quizzes or on the final examination. The Self-!"]},{"key":"dc:source","label":"Dc Source","values":["39"]},{"key":"dc:title","label":"Title","values":["Self-monitoring and self-reinforcement applied to junior college study behavior"]}]}],"canonical_facts":{"dc:creator":["Cesa, Thomas A."],"dc:date.available":["1974-01-01T08:00:00Z"],"dc:description.abstract":["
Although previous research has shown the efficacy of self-control techniques such as self-monitoring and self-reinforcement in changing study behavior, the adequacy of the experimental procedures utilized in many studies may be questioned. This experiment re-examined the effects these operant conditioning procedures had on the study behavior of junior college evening students by using three groups of subjects exposed to different combinations of self-control techniques.
Control Group subjects recorded their new thoughts (ideas relating the course material to their everyday lives) in an attempt to control for the effects of novel procedures, motivation and other non-specific variables. Self-Monitoring Group subjects complied with the control procedure, monitored their study time {by recording study start and stop times) and monitored the number of facts learned (by self-administering quizzes). The Self-Reinforcement Group complied with the self-monitoring procedures and self-reinforced their study behavior (by listing their reinforcers, the cost per reinforcer in minutes of study time and recording the number of reinforcements received). Additional data collected consisted of concurrent weekly quiz scores, final examination scores and the extent to which subjects complied with the treatment procedures.
Results showed no significant differences among the three groups on either concurrent quizzes or on the final examination. The Self-!"],"dc:identifier":["https://scholarlycommons.pacific.edu/uop_etds/1833"],"dc:rights":["http://rightsstatements.org/vocab/NKC/1.0/"],"dc:source":["39"],"dc:subject":["Operant conditioning","Operant behavior","Self-control","Education","Social and Behavioral Sciences"],"dc:title":["Self-monitoring and self-reinforcement applied to junior college study behavior"],"thesis:degree_discipline":["Graduate School"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (M.A.)"]},"updated_at":"2026-07-24T05:37:42Z"}