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).
- 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