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ERIC Number: ED363271
Record Type: Non-Journal
Publication Date: 1993-Apr-13
Pages: 31
Abstractor: N/A
Reference Count: N/A
Interactions among Attributional Style, Attributional Feedback, and Learner-Controlled CBI.
Williams, Michael D.
The effectiveness of providing a specific kind of motivational feedback was investigated in a computer-based instruction (CBI) environment for different kinds of students and different levels of instructional control. Feedback was intended to affect students' temporal perceptions of the causes of learning successes and failures, their attributions of performance outcomes. Subjects from nine high school economics classes (64 males and 78 females) studied a computer lesson in economics and completed pretests and posttests or an attributional style questionnaire. The study used a randomized block factorial design with attributional feedback and source of control as treatment factors and the multiple-choice posttest and the recall posttest as dependent variables. Six attributional style variables were used as blocking factors. There were no overall advantages for any version of the main experimental treatments. Versions of source of control (program and learner) and attributional feedback (with and without) were not found to differ in their effects on both types of posttest. Results support the fact that learner control is differentially successful for learners with different motivation levels. Learner control can help some students with dysfunctional motivation patterns improve their learning. Findings also support the inclusion of attributions as a variable from which to adapt instruction. Five tables and seven figures present study findings. (Contains 66 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A