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Peer reviewed Peer reviewed
ERIC Number: EJ292496
Record Type: CIJE
Publication Date: 1983
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Ability versus Effort Attribution Feedback: Differential Effects on Self-Efficacy and Achievement.
Schunk, Dale H.
Journal of Educational Psychology, v75 n6 p848-56 Dec 1983
This experiment explored the effects of ability and effort attributional feedback given during subtraction competency development on third-grade children's perceived self-efficacy and achievement. Children given ability feedback demonstrated the highest subtraction skill and self-efficacy; the effort and ability plus effort conditions did not differ, but each outperformed the no-feedback condition. (Author/PN)
Descriptors: Academic Ability, Academic Achievement, Attribution Theory, Feedback, Grade 3, Mathematics Instruction, Primary Education, Subtraction
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Effort; Self Efficacy