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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ436862
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Effects of Internally Focused Feedback and Attributional Feedback on Enhancement of Academic Self-Concept.
Craven, Rhonda G.; And Others
Journal of Educational Psychology, v83 n1 p17-27 Mar 1991
Effects of an intervention by teachers and researchers to enhance mathematics and reading self-concepts were studied for 162 Australian students in grades 3 through 6 with low academic self-concept. Implications of the modest enhancement of self-concept for specific facets over a relatively short period are discussed. (SLD)
Descriptors: Achievement Gains, Attribution Theory, Elementary Education, Elementary School Students, Feedback, Foreign Countries, Instructional Effectiveness, Intervention, Mathematics Achievement, Reading Achievement, Self Concept, Urban Schools
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Academic Self Concept; Attributional Feedback; Australia (Sydney); Self Description Questionnaire; Sydney Attribution Scale