Reactive Effects of Self-Assessment and Self-Recording on Attention to Task and Academic Productivity

Abstract

In two experiments, the effects of self-assessment and self-recording were compared as treatments for increasing on-task behavior and academic productivity. In Experiment 1, both procedures caused increases in attention to task and academic productivity for one student, but neither procedure was more effective than the other. In Experiment 2, self-assessment by itself was neither effective in increasing the students' on-task behavior nor their academic productivity. However, the introduction of self-recording after a period of self-assessment resulted in increased on-task behavior, but not increased productivity. Based on these results, self-recording appears to be a more effective procedure than self-assessment for increasing attention to task.