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Peer reviewed Peer reviewed
ERIC Number: EJ260813
Record Type: CIJE
Publication Date: 1982-Jan
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effects of Effort Feedback and Performance Patterns on Children's Attribution and Task Persistence.
Medway, Frederic J.; Venino, Geraldine R.
Contemporary Educational Psychology, v7 n1 p26-34 Jan 1982
This study examined the effects of performance patterns and attributional information regarding performance causes on attributions and task persistence in fourth and fifth graders who tended to minimize effort as a cause of school performance. Performance patterns did not influence attributions or persistence. Effort feedback influenced persistence but not attributions. (Author/RD)
Descriptors: Achievement Need, Attribution Theory, Experimental Groups, Intermediate Grades, Learning Processes, Performance
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Effort; Intellectual Achievement Responsibility