Management of Social Incentives in Air Force Technical Training: A Field Experiment. Final Report.

Autor/inn/en	Hakel, Milton D.; und weitere
Institution	Ohio State Univ., Columbus. Research Foundation.
Titel	Management of Social Incentives in Air Force Technical Training: A Field Experiment. Final Report.
Quelle	(1975), (183 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavioral Science Research; Comparative Analysis; Correlation; Data Analysis; Educational Research; Experimental Groups; Experimental Programs; Field Studies; Guides; Instructional Improvement; Instructional Systems; Leadership Training; Military Training; Motivation; Postsecondary Education; Social Reinforcement; Student Attitudes; Student Motivation; Systems Analysis; Tables (Data) + Suchen Sie Ihr Suchwort? Korrelation; Auswertung; Bildungsforschung; Pädagogische Forschung; Erprobungsprogramm; Praxisforschung; Handbuch; Leitfaden; Unterrichtsqualität; Unterrichtsorganisation; Führungslehre; Militärausbildung; psychologische; Motivation (psychologisch); Post-secondary education; Tertiäre Bildung; Schülerverhalten; Schulische Motivation; System analysis; Systemanalyse; Tabelle
Abstract	The report is a study of the utility of social reinforcement for improving Air Force training. It was conducted through a field evaluation of social incentive instructional systems which would serve to improve student motivation, classroom performance, and attitudes. The participants included a total of 300 trainees from two Air Force bases; 25 instructors were involved, two of whom participated in two experimental treatments. Data were collected on performance records, instructor evaluation, and trainee attitudes. The experimental treatments attempted to increase the incidence of student leadership behaviors and included the Baseline Control Condition, the Leader Attitude Training System, the Leader Recognition System, and the Classroom Behavior Development System (CBDS). The activities, covering a period of approximately three months, are described for each experimental system. Statistical analyses were conducted to assess their impact. The general finding was that none of the classroom social leadership systems had any important positive or negative effect on block examination scores, on completion time, on trainee attitudes, or on instructors' assessment of student performance. The CBDS had a positive effect on student attitudes toward fellow trainees. Twenty-two tables supplement the discussion. Appendixes (132 pages) present the instructors manuals used in the four intervention systems and additional tabulated data. (Author/EC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC