Self-modification in a college course: Outcomes and correlates

William C. McGaghie*, Robert J. Menges, Bernard J. Dobroski

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

49 students in an undergraduate educational psychology course designed and conducted behavioral self-modification projects. They were prepared to undertake the projects through preliminary instruction and a system of computer-delivered mastery tests on operant psychology. Project outcomes were measured by goal-attainment scaling, a technique that permits individuality of self-change goals and produces standardized outcome scores for the group of participants. Correlation and regression analyses indicated weak but significant relationships between self-modification outcomes and a linear combination of dogmatism (Rokeach Dogmatism Scale), sex, and mathematical aptitude (Scholastic Aptitude Test) variables. The effects of demand characteristics in the instructional setting were negligible. (l7 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)178-182
Number of pages5
JournalJournal of Counseling Psychology
Volume23
Issue number3
DOIs
StatePublished - May 1976

Keywords

  • dogmatism & sex & mathematical ability & demand characteristics & instructional setting, behavioral self modification, college students

ASJC Scopus subject areas

  • Social Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

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