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Article: Getting children to do more academic work: Foot-in-the-Door versus Door-in-the-Face

TitleGetting children to do more academic work: Foot-in-the-Door versus Door-in-the-Face
Authors
KeywordsAcademic
Children
Chinese
Door-in-the-Face
Foot-in-the-Door
Issue Date2011
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching And Teacher Education, 2011, v. 27 n. 6, p. 982-985 How to Cite?
AbstractIn this study we explored whether compliance-without-pressure techniques, known to encourage adults to behave more altruistically, can be used to encourage children to do more academic work. Using three different approaches - Foot-in-the-Door, Door-in-the-Face, and Single-Request - we asked 60 6- to 8-year-old Hong Kong Chinese children to complete a 20-item arithmetic worksheet. The Door-in-the-Face technique was the most effective, eliciting the highest percentage of children who agreed to do the target task, requiring the least adult input to sustain engagement in the task, and producing the greatest amount of accurate work. © 2011 Elsevier Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/134713
ISSN
2015 Impact Factor: 1.823
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChan, ACYen_HK
dc.contributor.authorAu, TKFen_HK
dc.date.accessioned2011-07-08T04:54:58Z-
dc.date.available2011-07-08T04:54:58Z-
dc.date.issued2011en_HK
dc.identifier.citationTeaching And Teacher Education, 2011, v. 27 n. 6, p. 982-985en_HK
dc.identifier.issn0742-051Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/134713-
dc.description.abstractIn this study we explored whether compliance-without-pressure techniques, known to encourage adults to behave more altruistically, can be used to encourage children to do more academic work. Using three different approaches - Foot-in-the-Door, Door-in-the-Face, and Single-Request - we asked 60 6- to 8-year-old Hong Kong Chinese children to complete a 20-item arithmetic worksheet. The Door-in-the-Face technique was the most effective, eliciting the highest percentage of children who agreed to do the target task, requiring the least adult input to sustain engagement in the task, and producing the greatest amount of accurate work. © 2011 Elsevier Ltd.en_HK
dc.languageeng-
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tateen_HK
dc.relation.ispartofTeaching and Teacher Educationen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 2011, v. 27 n. 6, p. 982-985. DOI: 10.1016/j.tate.2011.04.007-
dc.subjectAcademicen_HK
dc.subjectChildrenen_HK
dc.subjectChineseen_HK
dc.subjectDoor-in-the-Faceen_HK
dc.subjectFoot-in-the-Dooren_HK
dc.titleGetting children to do more academic work: Foot-in-the-Door versus Door-in-the-Faceen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0742-051X&volume=27&issue=6&spage=982&epage=985&date=2011&atitle=Getting+children+to+do+more+academic+work:+foot-in-the-door+versus+door-in-the-face-
dc.identifier.emailAu, TKF:terryau@hkucc.hku.hken_HK
dc.identifier.authorityAu, TKF=rp00580en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.tate.2011.04.007en_HK
dc.identifier.scopuseid_2-s2.0-79958187548en_HK
dc.identifier.hkuros185985-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79958187548&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume27en_HK
dc.identifier.issue6en_HK
dc.identifier.spage982en_HK
dc.identifier.epage985en_HK
dc.identifier.isiWOS:000292678400002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridChan, ACY=37461017300en_HK
dc.identifier.scopusauthoridAu, TKF=9435174900en_HK
dc.identifier.citeulike9372624-

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