Effects of Teachers’ Self-Recording of Behavior-Specific Praise on Children’s Academic Engagement in the Classroom
Author:
Affiliation:
1. KWANSEI GAKUIN UNIVERSITY
2. JAPAN SOCIETY FOR THE PROMOTION OF SCIENCE
Publisher
The Japanese Association of Educational Psychology
Subject
Developmental and Educational Psychology,Education
Link
https://www.jstage.jst.go.jp/article/jjep/64/4/64_598/_pdf
Reference18 articles.
1. Alber, S. R., & Heward, W. L. (2000). Teaching students to recruit positive attention: A review and recommendations. Journal of Behavioral Education, 10, 177-204.
2. Amato-Zech, N. A., Hoff, K. E., & Doepke, K. J. (2006). Increasing on-task behavior in the classroom: Extension of self-monitoring strategies. Psychology in the Schools, 43, 211-221.
3. Austin, J. L., & Soeda, J. M. (2008). Fixed-time teacher attention to decrease off-task behaviors of typically developing third graders. Journal of Applied Behavior Analysis, 41, 279-283.
4. Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553-567.
5. Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.
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