Reinforcement sensitivity and responsiveness to performance feedback: A preliminary investigation

Benjamin J. Lovett, Tanya L. Eckert

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Variability in responsiveness to academic interventions is a common phenomenon in school psychology practice, but the variables associated with this responsiveness are not well understood. Reinforcement sensitivity, a generalized tendency to learn quickly in reward contingency situations, is one variable for increased understanding. In the present study, teachers completed a rating scale measuring their students' sensitivity to reinforcement. The students then participated in a classwide performance feedback intervention in the domain of mathematics. The rating scale was found to be reliable and predicted students' responsiveness to the intervention. Implications for future research on reinforcement sensitivity and responsiveness to intervention assessment strategies are discussed.

Original languageEnglish (US)
Pages (from-to)204-219
Number of pages16
JournalJournal of Applied School Psychology
Issue number2
StatePublished - Apr 2009


  • Academic interventions
  • Curriculum-based assessment
  • Personality assessment

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Psychiatry and Mental health


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