Abstract
This study compared the effects of two types of self-monitoring on attention and academic performance. Twenty-eight students with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). Results showed that on-task behavior was significantly higher in both SMA and SMP than in SSP. Number of correct practices was significantly higher in SMP than in SSP. Spelling achievement was significantly lower in SMA than in SSP, and spelling maintenance was significantly lower in SMA than in SSP and SMP. Student interviews indicated that SMA is experienced as intrusive. The type of self-monitoring used may have direct, significant effects on academic outcomes; there does not appear to be a “best” method of self-monitoring for all students on all tasks.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 29-40 |
| Number of pages | 12 |
| Journal | Exceptional Children |
| Volume | 60 |
| Issue number | 1 |
| DOIs | |
| State | Published - 1993 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Education
Cite this
Self-Monitoring of Attention versus Self-Monitoring of Performance : Effects on Attention and Academic Performance. / Reid, Robert; Harris, Karen.
In: Exceptional Children, Vol. 60, No. 1, 1993, p. 29-40.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Self-Monitoring of Attention versus Self-Monitoring of Performance
T2 - Effects on Attention and Academic Performance
AU - Reid, Robert
AU - Harris, Karen
PY - 1993
Y1 - 1993
N2 - This study compared the effects of two types of self-monitoring on attention and academic performance. Twenty-eight students with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). Results showed that on-task behavior was significantly higher in both SMA and SMP than in SSP. Number of correct practices was significantly higher in SMP than in SSP. Spelling achievement was significantly lower in SMA than in SSP, and spelling maintenance was significantly lower in SMA than in SSP and SMP. Student interviews indicated that SMA is experienced as intrusive. The type of self-monitoring used may have direct, significant effects on academic outcomes; there does not appear to be a “best” method of self-monitoring for all students on all tasks.
AB - This study compared the effects of two types of self-monitoring on attention and academic performance. Twenty-eight students with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). Results showed that on-task behavior was significantly higher in both SMA and SMP than in SSP. Number of correct practices was significantly higher in SMP than in SSP. Spelling achievement was significantly lower in SMA than in SSP, and spelling maintenance was significantly lower in SMA than in SSP and SMP. Student interviews indicated that SMA is experienced as intrusive. The type of self-monitoring used may have direct, significant effects on academic outcomes; there does not appear to be a “best” method of self-monitoring for all students on all tasks.
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UR - http://www.scopus.com/inward/citedby.url?scp=0002641434&partnerID=8YFLogxK
U2 - 10.1177/001440299306000104
DO - 10.1177/001440299306000104
M3 - Article
VL - 60
SP - 29
EP - 40
JO - Exceptional Children
JF - Exceptional Children
SN - 0014-4029
IS - 1
ER -