The Relationships of Locus of Control and Perceived Contingency of Teacher Rewards and Punishments to Academic Achievement

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The purpose of the present investigation was to assess the relationships among the contingency of teachers' reactions as perceived by the pupils, the pupils' academic performance, and internality. One might expect that children who perceive their teacher as contingently rewarding and punishing would achieve higher grades and test scores than those who view their teachers' reactions as unrelated to their behavior. It is believed that children's perceptions of the contingencies of their teacher's responses may be more highly related to achievement behavior than the teacher's actual distribution of rewards and punishments. Perceived contingency of punishments and rewards may be important ... continued below

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iii, 37 leaves

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Kinley, Shirley J. December 1973.

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This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 22 times . More information about this thesis can be viewed below.

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  • Kinley, Shirley J.

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The purpose of the present investigation was to assess the relationships among the contingency of teachers' reactions as perceived by the pupils, the pupils' academic performance, and internality. One might expect that children who perceive their teacher as contingently rewarding and punishing would achieve higher grades and test scores than those who view their teachers' reactions as unrelated to their behavior. It is believed that children's perceptions of the contingencies of their teacher's responses may be more highly related to achievement behavior than the teacher's actual distribution of rewards and punishments. Perceived contingency of punishments and rewards may be important determiners of achievement. The perception of punishments as noncontingent is likely to be negatively related to achievement; however, the same may not be true of noncontingent reward. Indiscriminate dispersion of rewards could have a motivating effect or, as one might infer from Paris & Cairns (1972), no effect at all. Internality and achievement are expected to be positively related, perhaps more so for boys than for girls, as the trend of previous evidence suggests. Because of conflicting reports, no firm expectation can be formulated with regard to sex differences and the effectiveness of IAR+ versus IAR- scores.

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iii, 37 leaves

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UNT Theses and Dissertations

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  • December 1973

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  • June 24, 2015, 9:39 a.m.

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  • Sept. 14, 2016, 12:49 p.m.

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Kinley, Shirley J. The Relationships of Locus of Control and Perceived Contingency of Teacher Rewards and Punishments to Academic Achievement, thesis, December 1973; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc663111/: accessed July 22, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .