The experiment reported here investigated how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance, and also explored how effort attributional feedback affected these achievement behaviors. Learning disabled students (N=90) from grades 6 through 8 received training…

Two experiments tested the idea that the means by which children acquire efficacy information can produce different levels of task motivation and self-perception of competence. In Experiment 1, children periodically received either ability attributional feedback, effort feedback, ability plus effort feedback, or no attributional feedback. Although…

This experiment tested the hypothesis that the sequence of ability and effort attributional feedback influences children's attributions, self-efficacy, and skillful performance. Children deficient in subtraction skills received training on subtraction operations and solved problems over four sessions. During the problem solving, some children…

Examined were the ways peer models affect children's self-efficacy in a cognitive learning context and whether the effects of models vary depending on the sex of the subjects. Subjects were 72 fourth and fifth grade students low in subtraction skills. During pretests subjects indicated the extent to which they thought ability, effort, task…