Sequential attributional feedback and children's achievement behaviors.

Abstract

Two experiments investigated how the sequence of attributional feedback influences children's motivation, attributions, self-efficacy, and skillful performance. Children lacking subtraction skills received training and solved problems over four sessions. During the problem solving, one group of children (ability-ability) periodically received ability feedback, a second group (effort-effort) received effort feedback, a third group (ability-effort) was given ability feedback during the first two sessions and effort feedback during the last two, and for a fourth group this sequence was reversed (effort-ability). . In both studies, children who initially received ability feedback (ability-ability and ability-effort conditions) developed higher ability attributions, self-efficacy, and subtraction skills compared with subjects in the effort-ability and effort-effort conditions. The sequence of attributional feedback did not differentially affect motivation, effort attributions, or perceptions of training successes.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 219 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.