Self-Efficacy as a Function of Attributional Feedback

Autor/inn/en	Jain, Sachin; Bruce, Mary Alice; Stellern, John; Srivastava, Namita
Titel	Self-Efficacy as a Function of Attributional Feedback
Quelle	In: Journal of School Counseling, 5 (2007) 4, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-2998
Schlagwörter	Feedback (Response); Self Efficacy; Grade 8; Attribution Theory; Measures (Individuals); Foreign Countries; Mathematics; Low Achievement; Gender Differences; Verbal Communication; Reinforcement; Academic Ability; Student Motivation; Pretests Posttests; India + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; School year 08; 8. Schuljahr; Schuljahr 08; Messdaten; Ausland; Mathematik; Unterdurchschnittliche Leistung; Geschlechterkonflikt; Positive Verstärkung; Schulische Motivation; Indien
Abstract	The researchers investigated the effect of attributional feedback on self efficacy judgments among a sample of 192 eighth grade students. Self efficacy judgments were measured by the scale developed by Bandura and Schunk (1981). The results showed that improvement in self efficacy judgments was significantly more for attributional feedback conditions as compared to no attributional feedback conditions. When different feedback conditions were compared, it was found that the effort feedback affected the self efficacy judgments most positively; ability feedback was second, and ability + effort was in the third position. (Contains 3 tables.) (As Provided).
Anmerkungen	Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10