Consecutive multielement designs were conducted to examine the effect of academic success and failure on classroom disruptiveness of three low achieving eighth graders: Larry, Jimmy, and Jeff. During 10 days, five conditions of success and of failure were randomly alternated and induced by means of written assignments. At the end of class the teacher told the student his grade without social reinforcement. Following this, the first occurrence of talking, being physical, and being out-of-seat was recorded in his next class during eighty, 10 second observation intervals. Interobserver reliability averaged above 80% across these measures. / Daily grades, known as background variables, received by each student in classes prior to the experimental sessions, were also analyzed. Larry's teachers recorded grades on days he was notified. Jimmy's and Jeff's teachers arranged for grade notifications, if any, according to the experimental sequence. A clear relationship between background variables and experimental effect was not discernible. / A functional relationship between success and failure and disruptive behavior was not demonstrated. Differences between median percentages during success and failure revealed that the notifications only slightly affected subsequent student behavior. Larry's talking behavior was unaffected. For Jimmy, a median percentage of 60% during failure indicated his talking behavior almost doubled that recorded for success of 32%. Jeff's talking behavior escalated during both conditions. Except for Jimmy, Larry's and Jeff's physical behavior appeared to increase slightly following success notifications as indicated by a difference between the medians of 5% and 9%, respectively. Jimmy's median percentages for success and failure of 12% and 19%, showed a slight difference of 7% in his physical behavior during failure. Out-of-seat behavior was minimal for all students. Median percentages for Larry's and Jimmy's out-of-seat behavior following success was zero. Following failure, median percentages were 10% and 4%, respectively. A difference of 1% between Jeff's median percentages was recorded. Debriefing sessions held for each student indicated they were pleased to have been involved in the study. / Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 0662. / Major Professor: Andrew Oseroff. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77963 |
| Contributors | Grande, Carolyn Gerlock., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 258 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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