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Attributional and Performance Effects of Competitive and Individualistic Feedback in Computer Assisted Mathematics Instruction.

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Lewis, Mark A.; Cooney, John B. – 1986

Fifty-two fourth and fifth grade students, randomly assigned to three groups (1) competitive, (2) individualistic, and (3) no feedback control, received differential feedback regarding their performance in two 40-minute computer assisted mathematics sessions per week over six weeks. Attributions regarding academic outcomes in computer assisted…

Descriptors: Attribution Theory, Competition, Computer Assisted Instruction, Elementary School Mathematics