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Peer reviewed Peer reviewed
ERIC Number: EJ310890
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Sequential Attributional Feedback and Children's Achievement Behaviors.
Schunk, Dale H.
Journal of Educational Psychology, v76 n6 p1159-69 Dec 1984
Two experiments investigated how attributional feedback sequence influences children's motivation, attributions, self-efficacy, and performance. Third graders lacking subtraction skills received training and solved problems with one of four ability and/or effort feedback sequences. Children initially receiving ability feedback developed higher ability attributions, self-efficacy, and subtraction skills. (Author/BS)
Descriptors: Aptitude Treatment Interaction, Attribution Theory, Feedback, Grade 3, Pretests Posttests, Primary Education, Self Concept, Self Evaluation (Individuals), Statistical Analysis, Student Motivation, Subtraction
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Efficacy
Note: Research supported by a Faculty Research Opportunities Grant from the University of Houston College of Education.