Self-modification in a college course: Outcomes and correlates

William C. McGaghie; Robert J. Menges; Bernard J. Dobroski

doi:10.1037/0022-0167.23.3.178

Self-modification in a college course: Outcomes and correlates

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

^*Corresponding author for this work

Medical Education

Research output: Contribution to journal › Article › peer-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 language	English (US)
Pages (from-to)	178-182
Number of pages	5
Journal	Journal of Counseling Psychology
Volume	23
Issue number	3
DOIs	https://doi.org/10.1037/0022-0167.23.3.178
State	Published - 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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1037/0022-0167.23.3.178

Cite this

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Self-modification in a college course: Outcomes and correlates

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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