Using Class Dojo to Support Student Self-regulation

  1. Abigail Maclean-Blevins, St. Mary's College of Maryland, United States
  2. Lin Muilenburg, St. Mary's College of Maryland, United States

Wednesday, June 26 10:00 AM-11:00 AM

No presider for this session.

Students’ self-regulatory skills are linked to success and positive self-motivation both in school and in later life. This study examined the effects of the use of an internet-based behavior tracking and reporting system on student self-regulation. Class Dojo was used to give students awards for specific positive classroom behaviors. Students reviewed their daily behavior scores, and the entire class discussed aggregated behavior scores weekly. Students were able to monitor their progress and create their own behavior goals leading to an increase in positive and self-monitoring behaviors and a decrease in negative behaviors.

Implementation Experiences Improving Classroom Teaching Evaluation of Impact
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