Effects of information feedback and self-administered consequences on self-monitoring study behavior

Self-monitoring involves systematic self-observation followed by self-recording. Three hypotheses were tested in this experiment: (a) the previous finding that that self-monitoring changes study behavior would be replicated; (b) information feedback accounts for some of this behavior change; and (c) this behavior change can be enhanced by manipulating the quantity and quality of information feedback and self-administered consequences associated with self-monitoring. 87 volunteer college students concerned about their study habits were randomly assigned to a no-treatment control group, a study skills advice group, or 1 of 6 self-monitoring plus study skills advice groups. The design included a no-contact control group of 9 nonvolunteers. Grade, questionnaire, and self-monitoring data clearly support the 1st 2 hypotheses, but not the 3rd. The 2nd hypothesis was supported by the finding that students lacking accurate information about the extent (i.e., amount) of their study behavior benefited more from self-monitoring than those who were already knowledgeable about their study behavior. (20 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).