Self-Monitoring of Attention versus Self-Monitoring of Performance: Effects on Attention and Academic Performance

Robert Reid, Karen R. Harris

Research output: Contribution to journalArticle

46 Scopus citations


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 languageEnglish (US)
Pages (from-to)29-40
Number of pages12
JournalExceptional children
Issue number1
StatePublished - Sep 1993
Externally publishedYes


ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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