[12] If techniques like this sound silly, keep in mind that the power of self-monitoring has been demonstrated by a variety of research conducted over the last four decades. In a study I published in 1978 with Claire Goss, for example, we taught a disruptive fifth-grade boy to rate his own class-room behavior twice a day. He simply checked off a score for himself, indicating how well-behaved he had been in the morning or afternoon. With his awareness increased, he stayed in his seat more than usual, completed more assignments and rarely got in trouble.

[13] A similar study by Canadian researchers Thomas McKenzie and Brent Rushall showed that teenagers arrived more promptly at a swim practice when they were given an attendance sheet to record their arrival times. Working with emotionally disturbed children, Sonya Carr of Southeastern Louisiana University and Rebecca Punzo, a New Orleans teacher reported that self-monitoring improves academic performance in reading, mathematics and spelling. Recent research even demonstrated that students will compose better stories given a simple checklist that includes elements of good writing. Dozens of studies have similar results, all spurred by height-ening our awareness of our behavior.

监督自身行为

[9]20年来我一直在阅读有关自我监督的研究报告，而且自己也做过一些研究。老实说，我仍未完全弄懂，为何自我监督这种方法行之有效，但它确实有效，而且对多数人都效果显著。实际上，只要你常留意自己的所作所为，很可能就会表现得更完美。

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