Lake, Sherri
1.65 MB of textual records (PDF)
Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 2003. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes figures. -- Contents: Literature review / Thesis.
Previous studies demonstrate that teachers use low levels of positive feedback and high levels of negative feedback in response to social misbehaviours, even though positive feedback is empirically proven to work better (Beaman & Wheldall, 2000). The present study investigates possible reasons for this discrepancy. Teachers have made comments such as positive reinforcement is time-consuming, and it resembles bribery. As well teachers feel that a higher level of training is needed to effectively apply positive reinforcement. Teachers (n=67) completed a survey asking how they respond to academic and social gains and setbacks and the reasons why. As in previous studies, teachers did use more positive feedbacks for academic success than social success, A=0.01, P=0.000. Reasons for this discrepancy are compared and discussed.
