Contingency Management to Increase Grade Point Average among Fraternity Members: A Feasibility Study

Autor/inn/en	Van Patten, Ryan A.; Irons, Jessica G.; Apple, Kevin J.
Titel	Contingency Management to Increase Grade Point Average among Fraternity Members: A Feasibility Study
Quelle	In: Journal of College Student Development, 56 (2015) 2, S.176-180 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2015.0020
Schlagwörter	Contingency Management; Grade Point Average; Fraternities; College Students; Achievement Gains; Program Effectiveness; Behavior Change; Intervention + Suchen Sie Ihr Suchwort? Krisenbewältigung; Collegestudent; Achievement gain; Leistungssteigerung
Abstract	Contingency management is an incentive-based intervention strategy that has been demonstrated to be effective for inducing behavior change among a variety of populations and for a variety of behaviors. The current study examined whether contingency management techniques can help students change behaviors in an effort to raise their grade point averages. Members of a social fraternity participated in the study. We randomly assigned students to either a contingency management condition or a control condition. Throughout the entire semester, the contingency management students earned pulls from the fishbowl for reaching a grade criterion. For the first half of the semester, the control students were yoked to the contingency management group such that they earned pulls based on the other condition's performance. For the second half of the semester, the control students began to experience the regular contingency management regimen. As hypothesized, the contingency management students' GPA did increase during the semester and gains were maintained over time. Students in the control group did not show the same increase in grades. Contingency management appears to be effective in helping students raise their grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01