Reactive Effects of Self-Assessment and Self-Recording on Attention to Task and Academic Productivity.

Lloyd, John; And Others

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Peer reviewed

ERIC Number: EJ284002

Record Type: CIJE

Publication Date: 1982

Pages: N/A

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Reactive Effects of Self-Assessment and Self-Recording on Attention to Task and Academic Productivity.

Lloyd, John; And Others

Learning Disability Quarterly, v5 n3 p216-27 Sum 1982

The effects of self-assessment and self-recording were compared as treatments for increasing on-task behavior and academic productivity of elementary school learning disabled students (9-10 years old). Self- recording appears to be a more effective procedure than self-assessment for increasing attention to task. (Author/SEW)

Descriptors: Attention Control, Elementary Education, Learning Disabilities, Performance Factors, Productivity, Recordkeeping, Self Control, Self Evaluation (Individuals), Student Behavior, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Author Affiliations: N/A