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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ336916
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Strategy Training and Attributional Feedback with Learning Disabled Students.
Schunk, Dale H.; Cox, Paula D.
Journal of Educational Psychology, v78 n3 p201-09 Jun 1986
An experiment investigated: (1) how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance; and (2) explored how effort-attributional feedback affected achievement behaviors. Continuous feedback led to high self-efficacy and skillful performance, and effort feedback during the first half of training enhanced effort attributions. (Author/LMO)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Correlation, Elementary Education, Feedback, Instruction, Learning Disabilities, Performance, Problem Solving, Student Behavior
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; Verbalization