Self-monitoring takes advantage of a behavioral principle: the simple acts of measuring one's target behavior and comparing it to an external standard or goal can result in lasting improvements to that behavior. Self-monitoring is sometimes described as having 'reactive' effects (Kazdin, 1989), because students who measure and pay close attention to selected behaviors often react to this monitoring information by changing those target behaviors in the desired direction.
Identity can be seen as having two levels: an inner identity, and that identity which we present to the world. Low self monitors tie their inner and outer identity together, meaning that they show their true emotions to those around them. High self monitors hold their inner identity separate from their outer identity, meaning that they can adapt and change how others see them as needs be. In the on-line community, high self monitors are more likely to have multiple email addresses or IM accounts to help mitigate and control their appearance and knowledge about them.
or individual levels of self-monitoring have any ..
A little later, Tice and Ferrari teamed up to do a study that put the ill effects of procrastination into context. They brought students into a lab and told them at the end of the session they’d be engaging in a math puzzle. Some were told the task was a meaningful test of their cognitive abilities, while others were told that it was designed to be meaningless and fun. Before doing the puzzle, the students had an interim period during which they could prepare for the task or mess around with games like Tetris. As it happened, chronic procrastinators only delayed practice on the puzzle when it was described as a cognitive evaluation. When it was described as fun, they behaved no differently from non-procrastinators. In an issue of the Journal of Research in Personality from 2000, Tice and Ferrari concluded that procrastination is really a self-defeating behavior — with procrastinators trying to undermine their own best efforts.
How do I self monitor my exercise
Periodically, the teacher should check the student's self-monitoring data and procedures--particularly at the start of the monitoring--to ensure that the student is recording accurately (Webber et al., 1993). Random spot-checks tend to result in higher-quality student self-recording data.
Blood Glucose Self-Monitoring: Part 4
As the student attains his or her behavioral goals, self-monitoring procedures should be faded--that is, gradually simplified or discontinued (Loftin, Gibb, & Skiba, 2005; Rafferty, 2010). The goals in fading are (1) to streamline self-monitoring so that it becomes sustainable over the long term, while (2) maintaining the student's behavioral gains. Specific methods used in fading will vary, depending on the elements that make up the self-monitoring plan. Fading strategies might include condensing the monitoring format (e.g., distilling a 6-item checklist for monitoring classwork-readiness into a single question: "Am I ready to work?"), changing the monitoring cue (e.g., moving from use of an external beep-tape to student-delivered cues); and monitoring less frequently (e.g., having the student shift down from a daily monitoring schedule to monitoring twice per week on randomly selected days).
Self-Monitoring - Intervention Central
The teacher may want to choose suitable rewards to further motivate students to use self-monitoring to move toward positive behavior change (Loftin, Gibb, & Skiba, 2005). Teachers can increase the power of a self-monitoring program by rewarding students when they consistently achieve positive ratings. Remember, though, that students differ in what experiences, privileges, or objects they find positively reinforcing. Here are 3 ideas for figuring out what rewards will motivate a particular student:
Self-Monitoring Checklists | Goalbook Pathways
Once the teacher and student have determined a monitoring schedule, they should decide on a cue to trigger student monitoring (Rafferty, 2010). Below are some options. (Note that most of these cuing methods can either be self-administered by the student or used by the teacher to cue one student, a small group, or even an entire class):