A Comparison of Three Strategies to Reduce Student Procrastination in PSI
- 1 February 1989
- journal article
- Published by SAGE Publications in Teaching of Psychology
- Vol. 16 (1) , 8-12
- https://doi.org/10.1207/s15328023top1601_2
Abstract
Student procrastination in one the most serious drawbacks of self-paced learning. Our study investigated the effectiveness of three types of course contingencies (contracting, doomsday, and doomsday with tokens) designed to reduce student procrastination in a personalized system of instruction (PSI) course. Students participants (N = 610). Student progress was fastest, p < .001, and course completion was most likely, p <.01, in the contracting condition, which was also the most costly in terms of administrative effort.Keywords
This publication has 10 references indexed in Scilit:
- Has Lightning Struck Twice? Use of PSI in College ClassroomsTeaching of Psychology, 1986
- Interest in PSI Across Sixteen YearsTeaching of Psychology, 1984
- Student-Teacher Contracting with Goal Setting for MaintenanceBehavior Modification, 1984
- Flexible Instructor Pacing Assists Student Progress in a Personalized System of InstructionTeaching of Psychology, 1982
- A Comparison of Student- and Instructor-Paced Formats in the Introductory Psychology CourseTeaching of Psychology, 1981
- Student Withdrawals and Delayed Work Patterns in Self-Paced Psychology CoursesTeaching of Psychology, 1979
- EVALUATION OF A REINFORCEMENT PROCEDURE FOR ACCELERATING WORK RATE IN A SELF‐PACED COURSE1Journal of Applied Behavior Analysis, 1976
- Performance in a Self-Paced CourseThe Journal of Experimental Education, 1974
- DESIGN AND EVALUATION OF A PROGRAMMED COURSE IN INTRODUCTORY PSYCHOLOGY1Journal of Applied Behavior Analysis, 1970
- “GOOD‐BYE, TEACHER …”1Journal of Applied Behavior Analysis, 1968