Relevant bibliographies by topics / Punishment (Psychology) Rewards and punishments in education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Punishment (Psychology) Rewards and punishments in education'

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Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Punishment (Psychology) Rewards and punishments in education"

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Caffyn, Rachel E. "Rewards and Punishments in Schools." School Psychology International 8, no. 2-3 (April 1987): 85–94. http://dx.doi.org/10.1177/0143034387082004.

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Harrop, Alex, and Michelle Holmes. "Teachers' Perceptions of Their Pupils' Views on Rewards and Punishments." Pastoral Care in Education 11, no. 1 (March 1993): 30–34. http://dx.doi.org/10.1080/02643949309470824.

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Merrett, Frank, and Wai Man Tang. "The attitudes of British primary school pupils to praise, rewards, punishments and reprimands." British Journal of Educational Psychology 64, no. 1 (February 1994): 91–103. http://dx.doi.org/10.1111/j.2044-8279.1994.tb01087.x.

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Gumiandari, Septi, Ilman Nafi'a, and Dindin Jamaluddin. "Criticizing Montessori’s Method of Early Childhood Education using Islamic Psychology Perspective." Jurnal Pendidikan Islam 5, no. 2 (December 31, 2019): 133–48. http://dx.doi.org/10.15575/jpi.v5i2.5835.

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This study examined critically Montessori’s concepts on early childhood education through Islamic Psychology perspective. This research used qualitative methodology with a literature approach. The results showed that (1) Montessori’s method pays more attention to the cognitive aspect of children development while children potential doesn’t only consist of cognitive, affective, and psycho-motoric aspects, but also spiritual one; (2) Reinforcement are not needed in Montessori’s method, while in Islamic Psychology, rewards can increase children's learning and punishment is needed to make children become disciplined in carrying out the rules; (3) Learning environment should be structured, in order, realistic and natural. This concept is suitable for upper class educational institutions but it would be difficult for middle-low income groups since the materials required by Montessori’s method is expensive enough. (4) Parents and teachers are required to become observers and interpreters. This role may pose problem on the part of parents and teachers since not all parents and teachers have criteria to act as is it expected by Montessori’s method.
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Mulia, Harpan Reski. "Metode Reward-Punishment Konsep Psikologi dan Relevansi-nya dengan Islam Perspektif Hadis." RELIGI JURNAL STUDI AGAMA-AGAMA 13, no. 2 (August 31, 2018): 154. http://dx.doi.org/10.14421/rejusta.2017.1302-02.

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In many methods that can be used to make better education, one of them is by using methods of reward and punishment or reward and punishment. The use of this method is based on, that people love to get reward and do not like to get punishment. These basics are meant in the context of Islam in order to express about Islam in methods of reward and punishment. Not just Muslim translations, much more is learned in the context of hadith. After tracing in the context of Islam it was found out that Islamic Educational figures believed in such methods, such as Ibn Sina, al-Gazali and Abdullah Nasih Ulwah, although with a note using a better method of punishment, in educating children, then giving also not and will be easily, and the punch can be done with a punch that does not involve children. In the concept of hadith also found from the search results of the Apostle's Apostle, and did the same. Based on research on sanad and matan hadith, which is related to reward and punishment, it is found that it is legitimate and well-known hadiths also known as gifts, the punishment addressed in the method of reward and punishment in this paper is authentic hadith accepted. Keywords: reward, punishment, concept of psychology, concept of Islam, study of hadis.
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Furukawa, Emi, Brent Alsop, Shizuka Shimabukuro, Paula Sowerby, Stephanie Jensen, and Gail Tripp. "Increased Behavioral Sensitivity to Repeated Experiences of Punishment in Children With ADHD: Experimental Studies Using the Matching Law." Journal of Attention Disorders 25, no. 12 (August 27, 2021): 1665. http://dx.doi.org/10.1177/1087054720914384.

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Background: Research on altered motivational processes in ADHD has focused on reward. The sensitivity of children with ADHD to punishment has received limited attention. We evaluated the effects of punishment on the behavioral allocation of children with and without ADHD from the United States, New Zealand, and Japan, applying the generalized matching law. Methods: Participants in two studies (Furukawa et al., 2017, 2019) were 210 English-speaking (145 ADHD) and 93 Japanese-speaking (34 ADHD) children. They completed an operant task in which they chose between playing two simultaneously available games. Rewards became available every 10 seconds on average, arranged equally across the two games. Responses on one game were punished four times as often as responses on the other. The asymmetrical punishment schedules should bias responding to the less punished alternative. Results: Compared with controls, children with ADHD from both samples allocated significantly more responses to the less frequently punished game, suggesting greater behavioral sensitivity to punishment. For these children, the bias toward the less punished alternative increased with time on task. Avoiding the more punished game resulted in missed reward opportunities and reduced earnings. English-speaking controls showed some preference for the less punished game. The behavior of Japanese controls was not significantly influenced by the frequency of punishment, despite slowed response times after punished trials and immediate shifts away from the punished game, indicating awareness of punishment. Conclusion: Punishment exerted greater control over the behavior of children with ADHD, regardless of their cultural background. This may be a common characteristic of the disorder. Avoidance of punishment led to poorer task performance. Caution is required in the use of punishment, especially with children with ADHD. The group difference in punishment sensitivity was more pronounced in the Japanese sample; this may create a negative halo effect for children with ADHD in this culture.
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Derryberry, Douglas, and Marjorie A. Reed. "Temperament and the self-organization of personality." Development and Psychopathology 6, no. 4 (1994): 653–76. http://dx.doi.org/10.1017/s0954579400004727.

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AbstractThis paper explores the development of cortical plasticity and cognitive representations in light of temperamental differences in basic motivational systems. Motivational systems related to reward/approach and punishment/avoidance begin to function early in life. By controlling the child's behavioral and emotional reactions, these systems provide exteroceptive and interoceptive information capable of stabilizing cortical synapses through use-dependent processes. By controlling attention, the motivational systems further contribute to synaptic stabilization through modulatory processes. As a result, children with strong reward/approach systems are likely to develop representations that emphasize potential rewards and frustrations and may become vulnerable to impulsive disorders. Children with strong punishment/avoidance systems may develop representations emphasizing punishment and relief, along with a vulnerability to anxiety disorders. These motivationally constructed representations differentiate in varied ways across domains involving the physical world, moral rules, and the self and, thus, contribute to the various forms of impulsive and anxious psychopathology.
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Shields, Carolyn, and Margaret Gredler. "A Problem-Solving Approach to Teaching Operant Conditioning." Teaching of Psychology 30, no. 2 (April 2003): 114–16. http://dx.doi.org/10.1207/s15328023top3002_06.

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Psychology students frequently have misconceptions of basic concepts in operant conditioning. Prior classroom observations revealed that most students defined positive reinforcement as reward and equated negative reinforcement and punishment. Students also labeled positive reinforcement as rewarding good behavior and negative reinforcement as punishing bad behavior. We developed 14 problem-solving situations that involve positive reinforcement, negative reinforcement, and punishment. Students analyzed these situations in regular classroom sessions and as homework. In these exercises, students specified the discriminative stimuli, the responses, and the nature of the consequences. Correlated t tests on the pre- and posttest means indicated a significant increase in students' understanding of these concepts.
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Raihan, Raihan. "Penerapan Reward dan Punishment dalam Peningkatan Prestasi Belajar Pendidikan Agama Islam Terhadap Siswa SMA di Kabupaten Pidie." DAYAH: Journal of Islamic Education 2, no. 1 (January 24, 2019): 115. http://dx.doi.org/10.22373/jie.v2i1.4180.

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The implementation of rewards and punishments within the Islamic religious education learning in SMA (public senior high school) in Pidie District has not been well conducted, leading to the learning achievement of the Islamic religious education has not yet shown optimum results. Therefore, this study examined the implementation of the reward and punishment system as an effort to improve the students’ achievement in SMA in Pidie District. The study focused on the forms of rewards and punishments, and their application and relation with the improvement of the students’ learning achievement in Islamic religious education. This study used a descriptive qualitative approach, taking place in SMA Negeri 2 Sigli, SMA Negeri 1 Keumala, and SMA Negeri 1 Kembang Tanjong. Data collection techniques included observation, interview, and documentation. Data analysis techniques were data reduction, data display, and data verification. The results of the study showed that the forms of rewards provided included giving awards to the students who excelled in both academic and nonacademic domains. The rewards were also given in the forms of praises, gifts, body movements (giving thumbs up), applause, daily scores, smiles, writing names on the blackboard, and mentioning names. On the other hand, the punishments included giving advice and guidance, showing sour faces, giving loud reprimands, cleaning the schoolrooms and classrooms, providing additional duties, and memorizing surah or short verses of the Quran or hadiths. The application of rewards and punishments has become the guideline for the teachers to monitor and control the students, to create an orderly school life so that the atmosphere is conducive to teaching and learning activities, to appreciate the students who are active or successful academically and non-academically, to foster the student awareness on how to be good and quality students, and to encourage the students to gain more achievements. The rewards and punishments have been carried out regularly and programmed in teaching and learning activities as well as in extracurricular activities. The rewards and punishments were applied by involving all parties such as the teachers, the students affairs/guidance and counseling department, and the homeroom teachers. The provision of rewards and punishments have made the students more motivated in following the learning process. Furthermore, the students’ learning achievement on Islamic religious education indicated that the students have paid more attention to the lesson, believed in the ability in doing the laerning tasks, become more satisfied in the learning process, and been able to determine what actions that should be done.
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He, Jie, Shuyi Zhai, Weiyang Wu, and Liyue Lou. "Outcomes of temperamental inhibition in young children are moderated by attentional biases." International Journal of Behavioral Development 41, no. 6 (August 19, 2016): 696–703. http://dx.doi.org/10.1177/0165025416664196.

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The current longitudinal study examined the association of temperamental inhibition (assessed by behavioral observation and parental reports) at three years old with reward and punishment bias (measured by a spatial cueing task) and mothers’ and teachers’ reports of internalizing behaviors and social competence at five years old in 153 Chinese children. As predicted, behavioral inhibition positively predicted later mother-rated internalizing behaviors. In addition, punishment bias moderated this relation such that children with higher punishment bias showed a positive inhibition–internalizing link. Furthermore, inhibition negatively predicted both mother-rated and teacher-rated social competence. However, novel findings were that reward bias moderated the relation between inhibition and teacher-rated social competence, such that inhibited children showed an increased risk of low competence when they had lower reward bias.
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Dissertations / Theses on the topic "Punishment (Psychology) Rewards and punishments in education"

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Wagner, Sandra Lee. "Elementary teachers' perspectives of incentives desired from school districts." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/82611.

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The attrition rate of hypothetically able teachers has caused much concern. Job incentives, if valued by teachers, may aid in solving this problem. Teacher-identified incentives might lead to the development of more productive incentive programs than those offered by school districts. The purpose of this research study was to identify incentives valued by elementary teachers. Characteristics of teachers and values placed on incentives were examined to discover whether relationships exist between them. The literature revealed that many variables influence the retention of motivated teachers. It is fundamental to an organization's existence to find positive incentives and reduce or eliminate disincentives. Teachers receive their major rewards from classroom accomplishments. intrinsically motivated. A fixed-response survey was administered to elementary teachers in three schools in different school districts in Virginia. Frequency analysis was used to determine which incentives were most valued. Incentive ranking and demographic characteristics were cross-tabulated to determine if there were any relationship between them. In addition, analysis of variance was used to determine if values placed on incentives vary with pay scales. The study identified 17 incentives considered very important by a select sample of teachers. Teaching experience was found as a correlate in the selection of incentives. Teaching in a particular school district was found related to the value placed on 25% of the incentives.
Ed. D.
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Wong, Oi-hing Fanny. "Perceived effectiveness of reward and punishment by secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B2978914X.

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Chan, Yuen-ching Grace. "An analysis of the administration of rewards and punishments in correctional institutions of the Department of Social Welfare." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21037334.

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Chan, Yuen-ching Grace, and 陳婉貞. "An analysis of the administration of rewards and punishments in correctional institutions of the Department of Social Welfare." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196574X.

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Kalipa, Velelo Clifton. "Supporting the implementation of alternatives to corporal punishment in the Eastern Cape secondary schools : towards a framework for school management teams and teachers." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5664.

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Alternative to corporal punishment in schools is a worldwide practice. Most countries have banned the use of corporal punishment in schools and have promulgated laws and adopted policies aiming to enforce the practice of alternative to corporal punishment. South Africa is one of the countries that have introduced policy on alternatives to corporal punishment. However, this policy does not provide details on how School Management Teams (SMTs) and teachers should support the implementation of alternatives to corporal punishment; as a result, schools end up having different approaches in as far as implementing alternatives to corporal punishment is concerned. There is also a serious problem of indiscipline in schools and this has since attracted growing attention of researchers in South Africa and the whole world. There are serious offences by learners in schools which range from serious criminal ones such as drug abuse, assaults, theft, murders and rapes to less serious ones such as truancy, incomplete projects, absenteeism and lateness, dodging and bunking of classes in schools. This study therefore sought to investigate how SMT and teachers support the implementation of alternatives to corporal punishment in schools. This was a multi case study of four secondary schools in the King Williams Town Education District which was conducted through qualitative research approach. Interviews and documentary analysis were used to collect data and a total of 16 participants (four principals, four SMT members and eight teachers) were selected. From the data, it emerged that some teachers were fixed in using corporal punishment to discipline learners in schools. The data also showed that the alternatives to corporal punishment (ATCP) policies were inconsistently applied as schools had different approaches in as far as how ATCP is implemented and that some schools had no ATCP policies at all. It also emerged from the data that school leadership was a problem in as far as supporting the implementation of ATCP in schools as in some schools the issues of disciplining learners was centralised in the principal’s office. It also became clear that the majority of participants did not understand the national policy on ATCP. There were no indications of parental involvement in the implementation of ATCP in schools. It can be concluded that the channels of communication among principals, SMTs, teachers with regards to the implementation of ATCP was problematic as there were no clear roles as to how each of these officials should implement ATCP. Some teachers still perceived the ATCP as unsuitable for maintaining discipline in rural schools and their discipline strategies were still characterized by punitive measures which border on corporal punishment. School discipline was not seen as a societal matter where other relevant stakeholders could play a pivotal role in learner discipline. This had a negative impact on the school discipline. Learners had no responsibility on maintenance of positive school atmosphere as they were not in any way part taking in the maintenance of discipline in schools. This study therefore recommends a comprehensive framework for the implementation of ATCP that will give details on the roles of SMTs and teachers in the implementation of ATCP in schools. It is recommended that this framework be inclusive of parents and other community stakeholders who would give different perspectives on the implementation of ATCP in schools as education is a societal matter. It is also recommended that more research be conducted that will deal with urban schools and on the involvement of parents and other stakeholders in the implementation of ATCP.
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Khewu, Noncedo Princess Dorcas. "A study of practices in the alternatives to corporal punishment strategy being implemented in selected primary schools in Buffalo city metro municipality: implications for school leadership." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/533.

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The problem of indiscipline in schools has attracted the growing attention of researchers in South Africa and the world at large. Learner indiscipline has been variously reflected in behaviours which range from serious ones such as drug abuse, assault, theft, rape and murder, to minor ones such as truancy; all of which negatively affect teaching and learning. While there is agreement on the need to address the problem, there is a great deal of contestation around what strategies and practices are appropriate to instil discipline in schools. Within this debate many countries, including South Africa, have decided to move away from punitive approaches such as corporal punishment and replace them with what is called Alternatives to Corporal Punishment (ATCP). The main aim of this study was to interrogate the consistency that prevails between disciplinary practices and principles of alternatives to corporal punishment and the implications of this for school leadership. A mixed method design was used. The study was conducted in two phases: the first was a survey during which trends in disciplinary practices were established; the second was a multiple case study where in-depth interviews were conducted in five primary schools across different contexts which included farm, suburban, township, rural and informal settlement locations. This study has seven main findings. First, it was found that primary schools in the Buffalo City Metropolitan Municipality experienced minor offenses which clustered around levels 1 and 2 of the ATCP classification. Second, although statistically there was a weak negative correlation (r = - 0.11) between location and behaviour which is not significant (p >. 05) or (p = .46), qualitative evidence suggests a relationship between context and disciplinary offences. Third, principals’ roles in instilling discipline were focused mainly on reactive administrative and management functions rather than on giving leadership designed to inspire alternative ways of behaving. Fourth, principals’ and teachers’ belief in the use of alternatives to corporal punishment revealed ambivalence and lack of understanding. Fifth, measures to instil discipline, even though they were said to be based on alternatives to corporal punishment, placed heavy emphasis on inflicting pain and relied on extrinsic control. Sixth, two disciplinary measures designed to inflict pain were found to be weakly associated, but significantly (p < 0.05) with violent behaviour, lending credence to view that in using certain practices to instil discipline there are socialisation consequences. Finally, the use of some measures recommended by alternatives to corporal punishment yielded some unintended socialisation consequences. The study concludes that there was lack of consistency between disciplinary practices in Buffalo City Metropolitan Municipality primary schools and the principles of Alternatives to Corporal Punishment. The findings suggest that it is difficult to achieve the consistency without a school leadership which understands that the alternatives call for a paradigm shift in measures to instil discipline. For improving discipline in schools, it is recommended that school principals and stakeholders must focus on measures that are meant to cultivate a new school culture guided by values of self-discipline in order to minimise the need for extrinsic punitive control. For further research, a follow up study based on a probability sample, which should include secondary schools, could be undertaken in order that results can be generalised.
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Nemangwele, Avhapfani Agnes. "A philosophical investigation into the role and function of motivation in black secondary school pupils." Diss., 1998. http://hdl.handle.net/10500/15614.

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This research was undertaken to investigate the role of motivation in influencing secondary school pupils to learn effectively. The researcher determined that without teacher motivation, pupils cannot learn to their full capacity. A number of motivational theories, principles and strategies, were found which if used properly can improve classroom learning. The ultimate decision concerning how and when to use them is in the hands of the teachers. Pupils should be inspired to perform and reach beyond their perceived limits which demands different learning incentives. As becoming adults, pupils must be encouraged to achieve positive learning and discouraged from negative behaviour that could harm their development. Learning motives remain the strongest driving force to improve pupils' performance as they change their learning behaviour towards achieving set goals. To re-establish the true meaning of education, both teachers and pupils should act responsibly as both bear blame for education having lost its meaning.
Educational Studies
M. Ed. (Philosophy of Education)
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Baker, Travis Edward. "Applying electrophysiological methods to investigate the brain mechanisms involved in the processing of rewards, punishments, and performance feedback." Thesis, 2007. http://hdl.handle.net/1828/2280.

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To elucidate the neural generator of the feedback error-related negativity (fERN), which is an event-related brain potential (ERP) component elecited following negative feedback, this study utilized a converging method approach by applying electrophysiological methods to replicate a reward task modeled after a functional magnetic resonance imaging, single-cell recording, and primate studies that activated the anterior cingulate cortex (ACC) with negative feedback. This study involved two ERP experiments. The first involved a replication of the reward task and the second experiment involved a modification of the reward task that separated the valence and instructional aspects of the feedback stimulus. Experiment 1 demonstrated that methodological issues can arise when using ERP methods to replicate a paradigm used in other neuroimaging techniques. Experiment 2 was conducted to control for these methodological issues. For experiment 2, the reward condition following a switch movement elicited a large N2 component, which consequently overlapped with the fERN. I concluded that if participants are incorrectly expecting negative feedback after switch trials, the `unexpected' positive feedback following the switch trails violated their expectation, thereby eliciting a large N2, and not a fERN. This hypothesis will be tested in several follow up experiments by modifying the paradigm in Experiment 2 so that all the possible combinations of condition mappings can be applied.
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Chakandinakira, Joseph. "The role of school-based teacher incentives to improve student achievement : experiences from selected secondary schools in Manicaland Province, Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22007.

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This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District.
Educational Foundations
D. Ed. (Socio-Education)
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Books on the topic "Punishment (Psychology) Rewards and punishments in education"

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Los padres son maestros: Programa de manejo infantil. 2nd ed. México, D.F: Editorial Trillas, 1989.

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Gözütok, F. Dilek. Öğretmenlerin dayağa karşı tutumları ve okullarda dayak uygulamaları. Cebeci, Ankara: F.D. Gözütok, 1993.

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Eliyahu, Munḳ Meʼir ben. Sparing the rod: A Torah perspective on reward and punishment in education. Bnei Brak: Mishor, 1988.

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Miller, Aaron L. Discourses of discipline: An anthropology of corporal punishment in Japan's schools and sports. Berkeley, CA: Institute of East Asian Studies, 2013.

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Reading, writing, and the hickory stick: The appalling story of physical and psychological abuse in American schools. Lexington, Mass: Lexington Books, 1990.

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Volpe, Robert J., Gregory A. Fabiano, and William E. Jr Pelham. Daily Behavior Report Cards: An Evidence-Based System of Assessment and Intervention. Guilford Publications, 2013.

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Discipline and punishment in New Zealand education (Academic monograph). Dunmore Press, 1997.

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Schaffner, Spencer. Writing As Punishment in Schools, Courts, and Everyday Life. University of Alabama Press, 2019.

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Schaffner, Spencer. Writing As Punishment in Schools, Courts, and Everyday Life. University of Alabama Press, 2019.

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J, McGee John, ed. Gentle teaching: A nonaversive approach for helping persons with mental retardation. New York, N.Y: Human Sciences Press, 1987.

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Book chapters on the topic "Punishment (Psychology) Rewards and punishments in education"

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Tomei, Lawrence A. "Psychologies of Learning." In Taxonomy for the Technology Domain, 22–47. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-524-5.ch002.

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The primary responsibility of teachers is to promote student learning. This chapter explores the schools of educational psychology and how human activities change as a result of extrinsic motivators such as incentives, rewards, and punishments. Behaviorists advocate influencing behavior through the systematic adjustments of stimulus-response reinforcements. Cognitive psychology holds that information is more likely to be acquired, retained, and retrieved for future use if it is learner-constructed, relevant, and built upon prior knowledge. Humanist psychology focuses on individual growth and development. It stems from the theory that learning occurs primarily through reflection on personal experience, and as a result of intrinsic motivation.
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