This article presents a methodological analysis of 26 self-control investigations conducted in classroom settings. Self-control procedures include self-instructions, self determination of contingencies, self-evaluation, self-goal setting, and the self-determination and/or administration of external reinforcement. These studies are compared and described in terms of subjects and settings, dependent and independent variables, measurement systems, research design, and factors limiting experimental control. Implications for future research are discussed in light of the strengths and weaknesses of the experimental manipulations and outcomes.
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