Effects of Systematic Self-Monitoring and Self-Reinforcement in Children's Management of Test Performances

Abstract

The effects of systematic self-monitoring and self-reinforcement components within children's management of test performance were studied. Fourth grade children's (N = 85) test performances were measured on an experimenter-constructed curriculum of history facts, Spanish-English word pairs, and reading comprehension passages for six sessions. Children who systematically self-monitored did not increase their test performance over time and did not score differently from children who did not systematically self-monitor. Self-reinforcement resulted in significant increases over baseline whether or not children systematically self-monitored. The role of self-monitoring in assessment and in relation to self-reinforcement is discussed.