The Level of Behavior Modification Techniques Utilized by Academic Advisors in Public Elementary Schools

Abstract

The current study aims to identify the level of behavior modification techniques utilized by academic advisors among elementary students of public schools in the city of Mecca, Saudi Arabia, according to years of experience and specialization. The descriptive survey approach was applied to (30) intentionally selected academic advisors through purposive sampling technique. The researcher prepared a 39-item scale comprising (3) domains, i.e. Cognitive, Action, and Evaluation domains. The study results indicated a high degree of utilizing the Cognitive domain of behavior modification by academic advisors, followed by the Action and the Evaluation domains, respectively. In terms of behavior modification techniques utilized by academic advisors, artificial reinforcement was ranked first, while punishment was ranked last. Moreover, there were no statistically significant differences in the participants’ responses attributed to years of experience or specialization in all domains. The study recommends boosting cooperation between school administrations and academic advisors to develop and implement behavior modification plans based on student behavior evaluation and appropriate modification techniques.