Literaturnachweis - Detailanzeige
| Autor/inn/en | Schunk, Dale H.; Rice, Jo Mary |
|---|---|
| Titel | Sequence Effects of Extended Attributional Feedback during Reading Instruction. |
| Quelle | (1985), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Processes; Feedback; Intermediate Grades; Reading Achievement; Reading Comprehension; Reading Difficulties; Reading Instruction; Reading Research; Remedial Reading; Self Evaluation (Individuals); Skill Development; Teaching Methods; Training Methods |
| Abstract | Psychological procedures change behavior in part by creating and strengthening perceived self-efficacy, which refers to personal judgments of performance capabilities in a given activity. In addition, it has been hypothesized that attributions, or perceived causes of outcomes, exert important effects on self-efficacy. A study investigated how the sequence of extended attributional feedback affected children's attributions, self-efficacy, and achievement. The subjects, 40 fourth and fifth grade students with low reading skills, participated in a training program that included instruction and practice in identifying the important ideas in a reading passage. One group received ability feedback (positive comments on student performance), a second group received effort feedback (positive comments on student efforts), a third group was given ability feedback during the first half of the program and effort feedback during the second half, and this sequence was reversed for a fourth group. Results showed that children who received ability feedback during the second half of the program developed higher ability attributions and self-efficacy than did children in the other conditions. The sequence of extended attributional feedback did not differentially affect skill development. (FL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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