What Does Self-Reinforcement Reinforce?

Abstract

In many studies of self-reinforcement in the classroom, reinforcement is dispensed on the basis of self-reports of the target behavior. This study assesses whether accurate self-reporting can be maintained in such a self-determined reinforcement paradigm in the absence of controlling environmental contingencies. Twenty-four first grade arithmetic students were randomly and evenly assigned to two experimental and one control condition. The two experimental groups were taught to check their daily work and report the number of problems correctly completed. During the subsequent baseline phase, in which no assistance in checking was given, the children's self-reports were fairly accurate. The introduction of self-determined reinforcement for correct work resulted in a significant increase in the frequency of inflated self-reports for both groups, while the accuracy of problem solving showed no systematic change. During the final phase, one group, Group SR, continued under the self-determined reinforcement condition, while the second group, Group SR + Ch group behaved in a manner typical of other reports of self-reinforcement: Their rate of inflation of self-reports decreased to nearly baseline levels while their accuracy in solving arithmetic problems increased. The findings indicate that self-determined reinforcement does not increase performance of the target behaviors, but instead motivates the adoption of strategies to maximize payoff unless controlling stimuli are present to motivate accurate self-reporting or contingent administration of the self-determined reinforcer.