Techniques of Behavioral Modification

1. Techniques of Behavioral Modification Skinner’s Emphasis on Reinforcement • Behavior can be shaped By Reinforcement Students are • Motivated by Rewards • Praise or Grade • Token Economy’ • Engaging in Activity of Choice

2. Operant Conditioning • How Student React to Particular Subjects • Shaped to Act Based on Past Experience • Negative or Positive Experience

3. Limitation of Behavioral View • Extrinsic Motivation- occurs when a learner does something to earn an external reward. • Intrinsic Motivation- occurs when a learner does something to experience inherently satisfying results.

4. 3 Problems with Extrinsic Motivation • Once the reward is received the student may revert back to old behavior. Ex: Handing in poorly done homework, not studying consistently. • The student may link rewards with school work and develop a materialistic attitude. Ex: If they don’t receive anything they will make little to no effort to complete the task. • Giving students extrinsic rewards for completing a task this may lessen the intrinsic motivation they may have had for the activity.

5. Research based on Extrinsic and Intrinsic Motivation • When students are given rewards it decreases their intrinsic motivation for a task but only under certain conditions. • Under other conditions external rewards can enhance intrinsic motivation. • Examples: When students are competing for a limited supply of rewards intrinsic motivation is lower. • When rewards consists of positive verbal feedback that is available to all student who meet the standard intrinsic motivation increases

6. Social Cognitive View of Motivation Two factors influence motivation to learn 1. The models they are exposed to. 2. Our sense of self efficacy.

7. Power of Persuasive Models • Students learn from the example of other students. • The behaviors that they perform and the consequences that result from those behaviors. - This is process is known as observation, imitation, and vicarious reinforcement.

8. Vicarious Reinforcement • Expecting to receive the same reinforcer that someone else gets for performing the same behavior. • Both vicarious reinforcement and direct reinforcement can boost self efficacy. • Higher self efficacy leads to greater motivation.

9. The Importance of Self-Efficacy Self-efficacy affects choice of goals, outcome expectations, and the reasons one gives to explain successes and failures.

10. Choice of Learning Goal Task Mastery Goal- -learn meaningfully -monitor understanding -formulate effective learning strategies -mistakes are part of learning • Performance-Approach Goal- -proves superiority by outperforming others in class -worried more about grades than meaningful learning -less likely than students who choose Task Mastery Goals to develop a strong interest in different subjects. Students with high self-efficacy choose these goals more often than students with low self-efficacy

11. Choice of Learning Goal Cont. • Performance-Avoidance Goals- -Avoid challenges and cheat to minimize their chances of failure -Engage in self-handicapping behaviors -Blame poor performance on the circumstance rather than one’s ability Self-Handicapping Behaviors- Putting off homework until the last minute, poorly studying for exams, and getting involved in many in-school and out-of-school non-academic activities. • Students most likely to choose performance-avoidance goals • are boys with low grades and low self-efficacy

12. Outcome Expectations • High Self-Efficacy Expect positive outcome -use more difficult and time consuming learning skills. • Low Self-Efficacy Expect a disappointing outcome -use simpler learning skills, and are likely to give up more quickly when tasks demand great cognitive efforts.

13. Attributions • Those with a high level of self-efficacy for a subject are likely to give up more to attribute failure to insufficient effort and credit their success with a combination of ability and effort. • Those with low self-efficacy are likely to explain their failures by saying that they don’t have the ability to do well in the subject, but when they succeed they blame it on luck or say it was an easy task.