The effects of the mystery motivator game on the organizational skills of 5th and 6th grade students.

Abstract

Many students fail to succeed in school because of poor organizational skills. These particular skill deficits often result in poorer academic performance, inconsistent work efforts, lack of motivation, and sometimes referral to remedial and special education programs. The present study examined the effects of an intervention package called the Mystery Motivator Game on two groups of 5th and 6th graders’ daily organizational behaviors. The game which consisted of an interdependent group contingency (i.e., class must demonstrate 90% of selected organizational behaviors to earn rewards) and mystery motivators (i.e., unknown rewarding contained in highly decorated and sealed envelopes displayed prominently in class) was use to improve three target behaviors: (a) in seat before bell, (b) all necessary class materials, and (c) successful completion on bell ringer activities (i.e., content-related tasks to be completed independently prior to formal instruction). Using an A-B-A-B withdrawal of treatment design, no noticeable improvements were associated with the use of the Mystery Motivator Game. These findings were inconsistent with prior research on group contingencies and mystery motivators and the investigator’s hypothesis. Possible explanations for a failure to replicate are offered and implications for practice are discussed.