Schedules of Reinforcement: Effects on Academic Persistence and Attributional Development

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Twenty-one special education children failing to persist after failure on arithmetic problems were given 15 days of treatment in three arithmetic training programs, equivalent in all respects except that success experiences occurred either 46.2%, 76.9%, or 100% of the time. Following training, children in both the 46.2% and 100% reinforcement, groups continued to show serious performance deterioration following failure, while children in the 76.9% group showed marked improvement. An inventory measuring attributions to failure before and after training indicated that the 76.9% reinforcement group showed significantly greater tendency to attribute failure to lack of effort than did either of the … continued below

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v, 49 leaves : ill.

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Dietz, Don Anthony December 1979.

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  • Dietz, Don Anthony

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Twenty-one special education children failing to persist after failure on arithmetic problems were given 15 days of treatment in three arithmetic training programs, equivalent in all respects except that success experiences occurred either 46.2%, 76.9%, or 100% of the time. Following training, children in both the 46.2% and 100% reinforcement, groups continued to show serious performance deterioration following failure, while children in the 76.9% group showed marked improvement. An inventory measuring attributions to failure before and after training indicated that the 76.9% reinforcement group showed significantly greater tendency to attribute failure to lack of effort than did either of the other two groups.

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v, 49 leaves : ill.

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  • December 1979

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  • May 10, 2015, 6:16 a.m.

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Dietz, Don Anthony. Schedules of Reinforcement: Effects on Academic Persistence and Attributional Development, thesis, December 1979; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc504280/: accessed April 19, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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