Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Control (Psychology); Learning, Psychology of; Mentally ill children--Education;
Abstract
A single subject treatment comparison study was made with 2 junior high boys in a classroom for the emotionally disabled to determine the effects of their perceived locus of control on their response to different agents of reinforcement. Out of 7 students from a middle class background, the most internally and externally oriented students were chosen. Student orientation was determined by the results of the Modified Intellectual Achievement Responsibility Questionnaire, an instrument designed to assess the degree to which students perceive themselves to be responsible for the events in their lives. The study consisted of data collection under teacher reinforcement, self-reinforcement and no reinforcement conditions. All students were given instruction and practice in appropriate ways to reinforce themselves. Data indicated that the student with an external orientation showed a higher increase in performance rate under teacher reinforcement conditions than under self-reinforcement conditions. The student with an internal orientation also showed a higher increase in performance rate under teacher reinforcement conditions. However, differences in behavior were noted. The internally controlled subject had no difficulty self-reinforcing, but the externally controlled subject had great difficulty doing this.
Year of Submission
1983
Degree Name
Master of Arts in Education
Department
Department of Special Education
First Advisor
Donna Raschke
Second Advisor
William P. Callahan
Third Advisor
Barry J. Wilson
Date Original
1983
Object Description
1 PDF file (67 leaves)
Copyright
©1983 Mary Jean Blaisdell
Language
en
File Format
application/pdf
Recommended Citation
Blaisdell, Mary Jean, "The Effects of Locus of Control and Agent Delivering Reinforcement on Performance Rates of Junior High Emotionally Disabled Students" (1983). Dissertations and Theses @ UNI. 2094.
https://scholarworks.uni.edu/etd/2094
Comments
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