Mechanisms of change in self-management interventions: reactivity to self-monitoring and perceived autonomy¶

Theory · All theories
Evidence · 4 claims (4 for) · 3 studies (3 quant-synthesis), q3–q4 · 1 of 3 report an effect size · 3 claims rest on one study

Description¶

The review proposes two behavioral principles underlying SM. First, the reactivity principle: "behavior change can occur by the very function of engaging in the self‐monitoring aspect of a SM intervention" — collecting data on one's own behavior is thought to alter the behavior itself via internal reward mechanisms that influence motivation. Second, perceived autonomy: because SM lets students "self‐assess, self‐monitor behaviors, and self‐evaluate specific behaviors", it supports student autonomy, improving perceived ownership and motivation. The review adds that the iterative process provides practice opportunities that build self-efficacy and competency, and that autonomy support facilitates healthy student–teacher relationships that diminish challenging behaviors.

Design Implications¶

Context¶

Requirements¶

• Students must actually engage in observing, recording, and evaluating their own performance for the reactivity and autonomy mechanisms to operate

Constraints¶

• The review presents these mechanisms as theoretical accounts of how SM might work, not as tested results of this review

Target Learners¶

• School-age students with challenging classroom behaviors

Target Learning Objectives¶

• Behavior change and improved motivation, self-efficacy, and student-teacher relationships

Claims¶

• Sm Interventions Improve Classroom Behaviors Scd Meta [+M]
• Self Monitoring Improves On Task Behavior [+M]
• Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies [+M]
• Group-design studies show a significant main effect of self-management interventions on classroom behaviors (g = 0.63), but rest on only four studies [+M]

Related Theories¶

• Self-management (SM) intervention framework: eleven self-directed elements spanning assessment, monitoring, and evaluation of behavioral performance

Examples¶

• Self-Monitoring of Behavior

Key Sources¶

• Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review. Campbell Systematic Reviews, 18, e1223. https://doi.org/10.1002/cl2.1223