Effects of effort attributional feedback on children's perceived self-efficacy and achievement.

Abstract

This experiment tested the hypothesis that effort attributional feedback concerning past accomplishments promotes percepts of self-efficacy and mathematical achievement. Children who lacked subtraction skills received didactic training in subtraction operations with effort attributional feedback concerning past achievement, with feedback concerning future achievement, or with no feedback. Results showed that attributional feedback for past achievement led to more rapid progress in mastering subtraction operations, greater skill development, and higher percepts of self-efficacy. Results of a multiple regression analysis showed that percepts of efficacy and training progress each accounted for a significant increment in the explained portion of variability in posttest skill. This study helps to clarify the role of effort attributional feedback in achievement contexts.

Cites (5)

1. Self-efficacy: Toward a unifying theory of behavioral change
   Bandura, Albert · 1977 · Psychological Review
2. Experimental Design: Procedures for the Behavioral Sciences
   Kirk, Roger · 2013
3. Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
   Bandura, Albert, Schunk, Dale H. · 1981 · Journal of Personality and Social Psychology
4. Modeling and attributional effects on children's achievement: A self-efficacy analysis.
   Schunk, Dale H. · 1981 · Journal of Educational Psychology
5. Attribution versus persuasion as a means for modifying behavior.
   Miller, Richard L., Brickman, Philip, Bolen, Diana · 1975 · Journal of Personality and Social Psychology

Show all 5 references

Cited by (21)

1. Motivational processes affecting learning.
   Dweck, Carol S. · 1986 · American Psychologist
2. Self-Efficacy Beliefs in Academic Settings
   Pajares, Frank · 1996 · Review of Educational Research
3. Self-Efficacy and Academic Motivation
   Schunk, Dale H. · 1991 · Educational Psychologist
4. Feedback and Self-Regulated Learning: A Theoretical Synthesis
   Butler, Deborah L., Winne, Philip H. · 1995 · Review of Educational Research
5. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.
   Multon, Karen D., Brown, Steven D., Lent, Robert W. · 1991 · Journal of Counseling Psychology

See all 451