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…

Children who lacked subtraction skills received didactic training in subtraction with effort attributional feedback concerning past achievement, with feedback concerning future achievement, or with no feedback. Results showed that attributional feedback for past achievement led to more rapid progress in mastering subtraction operations, greater…

Sixth-graders learning disabled in mathematics (N=30) received subtraction training that included instruction and practice opportunities. Some children set proximal performance goals, others had comparable proximal goals assigned, and some received training without goals. Participation in goal setting led to the highest self-efficacy and…

This experiment explored the effects of ability and effort attributional feedback given during subtraction competency development on third-grade children's perceived self-efficacy and achievement. Children given ability feedback demonstrated the highest subtraction skill and self-efficacy; the effort and ability plus effort conditions did not…

This experiment investigated how children's self-efficacy and achievement were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. The subjects were 72 children aged 8 to 10 who had experienced difficulties learning subtraction with regrouping…

The present experiment tested the hypothesis that effort attribution given for prior achievement is effective in promoting subsequent achievement behaviors. Forty children drawn from two elementary schools and lacking in subtraction skills received training and opportunities to solve subtraction problems. In the context of training, children…

The influence on children's self-efficacy and achievement through observation of peer models learning cognitive skills was investigated. The effects of modeled mastery and coping behaviors were explored. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement. (Author/DWH)

This experiment investigated the effects of progress self-monitoring on children's achievement and percepts of self-efficacy in the context of mathematical competency development. Results showed that self- and external monitoring led to significantly higher percepts of efficacy, skill, and persistence compared with no monitoring. (Author/PN)

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…

Two experiments investigated how attributional feedback sequence influences children's motivation, attributions, self-efficacy, and performance. Third graders lacking subtraction skills received training and solved problems with one of four ability and/or effort feedback sequences. Children initially receiving ability feedback developed higher…

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…