What happens when a student behaves well toward his teachers and other students, and what happens when he behaves badly? Does he study mainly to avoid the consequences of not studying or are there positive effects—such as conspicuous progress toward the mastery of a subject or skill? How long will it be before the behavior acquired in school has reinforcing consequences elsewhere which will contribute to its strength? What contingencies in the outside world compete with those in school? The answers bear directly on our problem. (p. 470)
