Foundation Psychology: Adolescent Development and Operant Conditioning

This essay delves into the complexities of adolescent development, focusing on how the transition from childhood to adulthood shapes an individual's personality and cognitive processes. The study examines the application of B.F. Skinner's operant conditioning theory in a classroom setting involving secondary school students, specifically addressing disengagement. The paper provides a detailed analysis of typical behaviors exhibited by secondary two students, exploring the influence of biological growth, peer pressure, and self-image. It then applies Skinner's operant conditioning, emphasizing positive and negative reinforcement strategies to modify student behavior and improve engagement. The essay compares Skinner's theory with those of other theorists like Piaget, Erikson, and Bandura, evaluating the strengths and weaknesses of operant conditioning in this context. The rationale behind the suitability of operant conditioning for the case study is thoroughly discussed, alongside practical recommendations for teachers to enhance student involvement through tailored strategies and incentives. Finally, the essay concludes by summarizing key points and emphasizing the role of environmental factors in shaping adolescent behavior.

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Introduction
Adolescent development has emerged as one of the most fundamental aspects of
development that shape the personality and thought process of an individual. In the widest sense,
adolescence is considered as the transition period from childhood to adulthood. In school,
classroom activity settings are a significant part of the learning environment for young children.
The teachers and parents play a crucial role in the development of personality and cognition. The
case study involves a secondary teach Mr Tan who teaches children of secondary 2. The students
usually disengaged with the class, stare at his face while he asks any questions. In operant
condition theory of Bf skinner would be most suitable theory for bringing behaviour change
amongst the children. Bf skinner considers Operant conditioning as a mode of learning which
occurs through reward and punishment methods. Therefore, this theory would be suitable to
shape the behaviour of the students described above. This paper aims to provide critical analysis
of a range of behaviours in the classrooms, application of techniques of skinner, comparison with
other theorist and evaluation of the suitability of operant conditioning in the situation.
Discussion
Typical behaviours of secondary two students:

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In Singapore, secondary two students are usually adolescents aged 13 to 14 years who
experience onset puberty that shape their personality and cognition. The five leading
characteristics of this age group include biological growth (hormonal changes), undefined status,
increased peer pressures, increased decision making and self-image (Piotrowski & Valkenburg
2016).. The case study highlighted that the students disengaged with the class activities and
stared at Mr Tan during class activities . This behaviour can be explained by cognitive
development theory by Jean Piaget. According to cognitive-developmental theory, the
adolescents of 13 to 14 years’ experience the formal operational Stage where due to biological
and cognitive changes, they develop the ability to use deductive reasoning and understanding
abstract ideas. Escobar (2017), suggested that abstract ideas are the key hallmark of this stage
where they begin to rationalize the hypothetical situation. Therefore, the major behaviours
exhibited by the students of this group include reasoning about a hypothetical problem, tend to
consider peers as a centre of their life compared to the parents. They take more interest in
romantic relationships, become independent, experience sadness (Moshman, 2019). Due to
emotional changes in this transitional period, the students of this age group tend to be
disinterested and depressed (Moshman, 2019). Therefore, the students of this age group usually
become demotivated in the class if teachers failed to involve in interesting activities as observed
in this case scenario. In this context, behaviour techniques by using operant conditioning of BF
skinner would be helpful.

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Operant conditioning:
In the classroom setting, students are engaged in a range of activities that facilitate their
academic performance. The personal meaning and attitude towards the class as a motivation for
the students in the engagement. While the intrinsic motivation of student comes from the factors
inherent in the classroom activities that students are involved, external motivation comes from
the external source to the student such as a reward (Blackman, 2017). The operant condition in
this context would be the most suitable theory that can alter the behaviour of the students.
Skinner suggested that learning in the classroom occurs through a continuous chain of reward
and punishment for the behaviours they exhibit and it is considered as the behavioural learning
(Goddard, 2018). Therefore, while skinner suggested a range of behaviours that are well applied
in the classroom, two most prominent concept that can alter the behaviours of the student include
positive reinforcement and negative reinforcement (Soh, 2017). In order to alter the behaviour,
positive reinforcement can be used. For example, encourage engagement while asking a question
through positive remarks and praises. However, since a similar approach in each question and
during assignment can reduce the importance of reinforcement, the variable ratio of positive
reinforcement can increase engagement and response rate in the class. For example, initial
positive reinforcement can be done by Mr Tan when a student listens to him during the class and
provide responses (Hornstra et al., 2018). The second positive reinforcement can be done in the
interval where Mr Tan can encourage students in every attempt irrespective of the validity of the
answers. Deci and Ryan (2016), suggested that students usually motivated in the class and
provide a response when they consider praise and positive remarks or performance feedback as a
pleasurable experience and it resulted in the involvement of similar behaviour. Therefore, when
students will provide correct answers the reinforcement can occur less frequently until exclusive

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answer and Tan will encourage only those students who will provide correct answered followed
by students who will give exceptional answers (Kim et al., 2017). The techniques that can be
used for altering the behaviour of the students include a setting goal for the assignment that can
be achievable and use creative ways of learning through positive imagery, collaborative study
and inspirational quotes (Kim & Ho, 2018). Mr Tan can create incentives for the students. For
example, instead of punishing students for not doing the homework, give all students consistent
rewards who did homework until the other students follow similar behaviour. Mr Tan is required
to ensure that reward is immediate and it must be for a small portion of the day. Mr Tan is
required to recognize the instrumental need of the students and modify as per the demand of the
student. Sometimes needs and motivating factors for each student is unique and teachers develop
reinforcement strategy ignoring the needs which resulted in disengagement (Strogilos et
al.,2017). Therefore, in order to improve engagement, Mr Tan can assess the need of the students
through communication and design education task they enjoy and provide feedback according to
the educational need of the students (Sharma & Nuttal, 2016). It will improve engagement and
reduce disengagement. The abilities and achievement motivation of peers themselves can also
make a difference.
Strength and weakness of operant conditioning theory:
Similar to skinner theory, there is a range of other theorists develop similar behaviours
approach such as bandura, Erik Erikson, Piaget and Kohlberg. Considering the strength of the
skinner theory, it can be stated that this theory usually focused on the behaviour and cognitive
functioning responsible for behaviour. While other theorists consider only external factors such
as social factors that influence behaviours, skinner focused on external factors along with
internal factors (Commons & Giri, 2016). Consequently, the theory is effective in observing

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behaviour in a particular environment. Erik Erikson suggested that attitude and belief of the
individuals shaped by the social factors. Unlike the skinner, Erikson heavily focused on the
stages and provided a broader framework for developing perception regarding the social nature
of the human being and consider social factors as the centre of altering behaviour (Alberts &
Durrheim, 2018). Likewise, bandura suggested that the learned behaviours of the individuals
were adopted from observation of other presents in the immediate environment (Harinie et al.,
2016). Piaget also focused on the cognitive factors that influence the behaviour of students.
Mathes (2019), suggested that similarly, Kohlberg also divided the moral reasoning of the
children into stages according to age. In this context, the second strength of the skinner’ theory is
that while other use stages to predict behaviours, skinner did not consider stages to predict
behaviours rather used variables that can predict behaviours. The third strength of the skinner
theory is that it only focused on the behaviours which can be observed and manipulated in a
controlled environment Harinie et al., 2016). It enables teachers to predict behaviours of the
students in the classroom and use strategy according to motivate or encourage students. The
prime reason can be the use of combination both peer influence and cognitive influence rather
than focusing on either social or cognitive factors for the motivating students. Lastly, compared
to the other theorist, skinner theory is mostly based on the experiments which were developed
from the experiments of Pavlov regarding the punishment and reward (Franks, 2017). Therefore,
considering all these points, the skinner theory is operant condition is a suitable theory for
behavioural change.
Considering the weakness of the skinner theory of operant conditioning, it can be said
that operant condition does not effective for everyone as it mostly focused on the environmental
factors. While other theorists a range of approaches to understanding human behaviour, Skinner

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used a one-dimensional approach to understand the unique behaviour of the human being. Some
students failed to engage in the classroom due to social issues such as low socioeconomic status,
cognitive issues (difficulties in understanding tasks and performing a task) and other
psychological issues (Blackman, 2017). In those cases, operant conditioning cannot be applied
for altering behaviour of the population. Moreover, it is not applicable to those situations where
punishments are used for altering behaviour. Therefore, environmental factors cannot be used to
control the behaviour of those students. The second limitation of the theory is that false-positive
result of the behavioural change (Harinie et al., 2016). For example, some students may pretend
to alter the behaviour for the rewards and may exhibit previous behaviour when reward would be
eliminated. Furthermore, the inner mechanisms of the human mind were not considered in this
theory since skinner suggested that one cannot fully understand the mind as it is not directly
noticeable, whereas responses in an investigational setting are.
The rationale behind the suitability of the theory in the case study:
As discussed by Mathes (2019), Skinner’s theory of operant conditioning played an
important part in serving psychologists as well as teachers to comprehend exactly how behaviour
is learnt. The theory demonstrated why reinforcements can be used so successfully in the
learning process. The case study suggested that students usually disengaged with the class, stare
at his face while he asks any questions. In this context, skinner theory is most suitable to enable
Mr Tan to understand the behaviour of the students by determining environmental factors
(Burgos, 2019). Since it is a one-dimensional approach and does not provide a framework based
on age and stages, it is easier for the teachers to apply nearly similar techniques for controlling
the behaviours of all class. The unique feature of the skinner theory is that skinner suggested that

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behaviour can be strengthened by the removal of the unfavourable stimulus (Burgos, 2019). In
this current context, with the assistance of the negative reinforcement, Mr Tan will be able to
assess the negative stimulus that is influencing disengagement. The type assignment and class
activities or teaching style might be the negative stimulus that impacts the ability of students to
involve in the classroom. Therefore, this theory is effective in this context for Mr Tan to alter the
behaviour of the student through a continuous cycle of punishment and rewards. For example,
Mr Tan can use techniques such as rewarding the students in terms of praise or positive remarks
can motivate the students (Burgos, 2019). However, since the theory mostly focused on the
environmental determinants, Mr tan is required to consider cognitive and social factors that
influence the behaviour of the students in the classroom and alter the teaching style and
classroom activities accordingly.
Conclusion
On a concluding note, it can be said that adolescent development has emerged as one of
the most fundamental aspects of development that shape the personality. The typical
characteristic exhibited by this population include undefined status, increased peer pressures,
increased decision making and self-image. Jean Piaget suggested adolescents of 13 to 14 years’
experience the formal operational Stage where they develop abstract thinking and other
emotional thinking that resulted in disengagement if the classroom is not motivating enough. The
operant conditioning is one such theory that can alter the behaviour of the students. The common
behavioural techniques that can be adopted by teachers include encouraging engagement while
asking a question through positive remarks and praises. The techniques that can be used for
altering the behaviour of the students include a goal setting for the assignment that can be
achievable. The strength of the theory is that it uses the environmental approach and can predict

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behaviours from the environment. In this context, weakness can be the inability to apply it for
every student and it did not consider other aspects of behaviours. Therefore, teachers are required
to consider these aspects for altering behaviour.

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