BEHV2005 - Human Learning Report Marking Criteria

Assessment 1: Measuring your own behaviour

Introduction

Open with a general statement that introduces the reader to the topic. This should be the behaviour you are interested in changing. So for example, if the behaviour you are trying to change is low water consumption, you would need to talk about this

Introduce key terms by providing definitions which are properly referenced.

Provide justification for why this is an important topic to be studied. So again, if the topic is increasing water intake, you’ll need to find literature that supports this (peerreviewed journal articles, not Wikipedia or other websites!).

• Assessment details
• What is self control? (Skills and Characteristics)

Behaviour Modification Strategies:

• Environmental planning and stimulus control
• Behavioural programming (e.g., Positive Reinforcement)
• Contingency contract

Class Activity: Thinking about your assignment:

• Baseline vs. program
• Identifying and analysing problematic behaviour
• Whatstrategies will you implement in your program?

Self Control

• What isself control?
• Do we all have self control?
• Can you think of a situation where you exhibit self control?
• Can you think of a situation where you don’t exhibit self control?
• Do we exhibit self-control over all behaviours all of the time?

Psychological Report

This assessment involves changing a behaviour which is a problem of self control.

• Choose a problem behaviour of self-control
• Choose an appropriate learning strategy to modify problem behaviour
• Conduct your study by starting with a baseline
• Continue yourstudy by implementing your chosen strategy during the program period

Assessment Requirements – Summary

The assessment task titled “Measuring Your Own Behaviour” required students to select a behaviour linked to self-control that they wished to modify (e.g., increasing water intake, reducing procrastination, improving sleep, etc.). The report was to be written in the style of a psychological case study and structured as follows:

• Introduction: Identify and introduce the target behaviour, define key terms using scholarly references, and justify the significance of studying this behaviour.

• Understanding Self-Control: Explain the concept of self-control, its skills and characteristics, and reflect on personal experiences of exhibiting or lacking self-control.

• Behaviour Modification Strategies: Explore theoretical strategies including environmental planning and stimulus control, positive reinforcement, contingency contracts, and behavioural programming.

• Baseline vs. Program: Record baseline data on the chosen behaviour before intervention, then implement a behaviour modification strategy and track changes during the program.

• Psychological Report: Present findings in a structured manner, analysing problematic behaviours, interventions used, and the overall effectiveness of the program.

The ultimate goal was to demonstrate an understanding of self-control theory while applying practical strategies to real-life behavioural change.

Approach Guided by the Academic Mentor

The academic mentor provided step-by-step guidance to ensure the student developed the assessment logically and met the required academic standards:

1. Topic Selection and Introduction:

   • Mentor encouraged the student to reflect on everyday behaviours that showed lapses in self-control (e.g., irregular study habits, excessive social media use).

   • The introduction was shaped to include clear definitions of self-control and behaviour modification, supported by peer-reviewed literature, ensuring academic credibility.

2. Conceptual Foundation:

   • Mentor explained how to connect theoretical models (such as positive reinforcement or stimulus control) with the chosen behaviour.

   • Guidance was given on integrating literature that highlights the importance of behaviour change and its broader psychological implications.

3. Baseline Data Collection:

   • The student was instructed to record their behaviour patterns before starting any intervention (baseline phase).

   • Mentor highlighted the importance of tracking data consistently for reliability.

4. Implementation of Behaviour Modification Strategies:

   • The student selected one or more strategies (e.g., reinforcement and environmental planning).

   • Mentor explained how to operationalise these strategies in daily routines, making them measurable and practical.

5. Evaluation and Reflection:

   • Mentor guided the student on comparing baseline data with program outcomes.

   • The reflective section emphasised whether self-control improved, what challenges were faced, and how psychological principles explained the results.

6. Structuring the Report:

   • Mentor ensured the student followed a psychological report format with clear headings, evidence-based arguments, and proper referencing.

Outcome and Learning Objectives Achieved

By following this structured process, the student produced a psychological case report that:

• Identified a problematic behaviour of self-control.
• Applied relevant behaviour modification strategies effectively.
• Analysed differences between baseline and intervention phases.
• Critically reflected on the effectiveness of self-control theories in practice.

Learning Objectives Covered:

• Demonstrated understanding of self-control theories and behavioural psychology.
• Applied behavioural modification techniques to a real-life problem.
• Developed critical thinking and analytical reasoning through data comparison.
• Enhanced academic writing and referencing skills by integrating peer-reviewed literature.
• Strengthened ability to connect psychological theory with practical behavioural outcomes.

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