Teaching self-control of study behavior

Beneke, William M.; Harris, Mary B.

doi:10.1016/0005-7967(72)90005-8

Cited by 56 publications

(25 citation statements)

References 7 publications

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“…The lessons used were a modification of those developed for college students by Beneke and Harris (1972). Although the basic principles discussed were the same, the vocabulary was simplified greatly by replacing psychological terminology with familiar words, the examples were changed to reflect high-school students' interests and activities, the content of the material was changed somewhat to reflect, the differences in subject matter and expected academic behaviors in high school, and the organization was altered slightly, with the total number of lessons reduced from 11 to 10.…”

Section: Lessonsmentioning

confidence: 99%

“…In recent years, a number of studies have attempted to teach people to control their own behavior and to change their own undesirable habits through the use of principles of behavior modification (Beneke & Harris, 1972;Goldiamond, 1965;Harris, 1969;Marston & Feldman, 1971;Zimmerman, 1970). Marston and Feldman (1971) have conceptualized the self-control procedure as two-part: the act of commitment and the use of specific techniques to control one's own responses.…”

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confidence: 99%

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A program to improve study habits of high-school students

Harris

Ream

1972

Psychol. Schs.

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Few students, teachers, parents, or psychologists would deny the importance of effective study habits to improve learning and school performance. At the elementary-school level, where most of the work is done in class and long-term homework assignments are relatively rare, the establishment of good study habits may not be a very great problem. By the time students reach the college or graduate level, those with extremely inadequate study behaviors probably have been weeded out; nevertheless, the.great majority of the research on means to improve studying has been done with students at this level (

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Section: Lessonsmentioning

confidence: 99%

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A program to improve study habits of high-school students

Harris

Ream

1972

Psychol. Schs.

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“…Generally, the goal is to establish a new behavior, increase or maintain an existing behavior, or reduce or eliminate a behavior [Mahoney & Thoresen, 1974;Watson & Tharp, 1977]. clinical and educational psychology [Upper & Meredith, 1971;Bernard & Efram, 1972;Stunkard, 1972;Beneke & Harris, 1972] have shown how managing the stimulus conditions can aid in successful self-modification programs. In some of our preliminary research with managers in real organi-zations, we have been able to demonstrate that stimulus management can lead to increased effectiveness .…”

Section: Social Learning Theory In Perspectivementioning

confidence: 99%

A Social Learning Approach to Organizational Behavior

Davis¹,

Luthans²

1980

The Academy of Management Review

123

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After first reviewing the existing theoretical frameworks for human behavior, we present a social learning theory approach that incorporates the interactive nature of all the variables of organizational behavior -the behavior itself, the environment, and the person (internal cognitions). We differentiate social learning theory from operant theory, highlighting the processes of modeling, cognitions, and self-control. We suggest selfmanagement techniques as a way to apply the social learning framework in order to enhance managerial effectiveness.

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“…Most often, the problems have involved academic performance or study behavior (e.g. Beneke and Harris, 1972;Doctor etal., 1970;McReynolds, 1973). In spite of these applications, however, relatively little attention has been paid to the common problem of writer's block and procrastination with major work projects in adults.…”

Section: Introductionmentioning

confidence: 99%

A Comprehensive Behavioral-cognitive Treatment of Writer's Block

Rosenberg

Lah

1982

Behav. Cogn. Psychother.

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A behavioral-cognitive intervention, including the use of a schedule, overt and covert reinforcers, and therapist monitoring of progress, was used to treat a graduate student with writer's block. Daily self-recording was used to assess baseline and intervention phases, and indicated that the intervention yielded an immediate and consistent increase in the number of hours of writing, the use of weekdays for writing, and self-rated effectiveness. Clinical considerations involved in the use of the procedure and generalization of the method to other work projects and clients are discussed.The authors wish to thank Dennis Upper, V. A. Medical Center, Brockton, Massachusetts for his helpful comments on earlier drafts of this paper. Portions of this work were completed while the authors were psychology interns at the V. A. Medical Center, Brockton, Massachusetts. Requests for reprints should be addressed to Harold Rosenberg,

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Teaching self-control of study behavior

Cited by 56 publications

References 7 publications

A program to improve study habits of high-school students

A program to improve study habits of high-school students

A Social Learning Approach to Organizational Behavior

A Comprehensive Behavioral-cognitive Treatment of Writer's Block

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