Date of Graduation
2004
Document Type
Thesis
Degree Type
MA
Committee Chair
Daniel E. Hursh
Abstract
This study examined the effect of goal contingencies on writing frequency. Sixty participants were divided into three conditions: individual goal, group goal, or control. Each week, students participated in a three-minute free-write. Those in the individual goal condition earned 10 bonus points when writing frequency goals were achieved. Those in the group goal condition earned 10 bonus points when the group writing frequency goals were achieved. The control did not receive bonus points contingent on writing frequency. Results indicated that the control and individual goal contingencies conditions wrote greater numbers of words than the group goal contingencies condition. Further, the control condition wrote more words on average than both contingency conditions. However, the individual and group goal contingency conditions had greater increases in numbers of words written across the semester, whereas the control condition made one initial increase and then stabilized throughout the remainder of the study.
Recommended Citation
Hayes Russell, Bridget Joy, "The effects of goal contingencies on the writing frequency of undergraduates enrolled in a learning strategies course." (2004). Graduate Theses, Dissertations, and Problem Reports (ETD). 10952.
https://researchrepository.wvu.edu/etd/10952