ERIC Number: ED395817
Record Type: RIE
Publication Date: 1996-Apr
Beyond Effort: A Look at Strategy Attributions in the Domain of Mathematical Problem Solving.
Fusco, Dana R.
Research has documented the relationship between attributions and metacognition in the areas of memory, visual discrimination, and reading. The present study extended this research into the domain of mathematical problem solving. Thirty ninth-grade students who attributed performance to strategy, effort, or unknown causes were videotaped and asked to verbalize their thoughts as they solved a nonroutine mathematical word problem. Although there were no differences in overall metacognitive involvement between the three attribution groups, there were differences in the key metacognitive component: exploration. Students who attributed performance to strategy were more likely to regulate their exploration than those who ascribed to effort or unknown causes, and were more likely to solve the problem than students from the effort group. Students who made dual attributions to strategy and effort were not as likely to regulate their exploration or solve the problem as students who made "pure" strategy attributions. The findings support the need to investigate students' perceptions of "effort" as causal to performance, and to compare the effects of strategy versus strategy-effort feedback. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).