What is the goal of interventions like self-monitoring, self-instruction, and behavioral contracting?

The goal of interventions such as self-monitoring, self-instruction, and behavioral contracting is to increase feelings of competence and self-control among students. These strategies are designed to promote self-regulation, where students take an active role in their learning process. By encouraging them to monitor their own behavior and academic progress, they develop a greater sense of ownership and responsibility for their education.

Self-monitoring allows students to track their own performance and reflect on their learning strategies, fostering independence. Self-instruction helps them to articulate their thought processes and improve problem-solving skills. Behavioral contracting sets clear expectations and consequences collaboratively defined by both teachers and students, which further reinforces their commitment and self-management abilities.

These interventions build students' confidence, making them feel more competent as they engage actively in their educational journey, which is critical for developing lifelong learning skills.

In contrast, minimizing student-teacher interaction, ensuring uniform grading, and creating competition do not prioritize the development of self-management skills or the sense of competence and autonomy. Such approaches may limit student engagement rather than enhance it, making them less effective in achieving the ultimate goal of fostering student independence and self-regulation.