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…

This study (N=160 males) examined the cognitive and behavioral effects of overt success feedback on subjects high and low in resultant achievement motivation (RAM). The cognitive effects of overt success feedback were investigated by requesting attributions to effort, ability, luck, and task difficulty concerning performance on a digit-symbol…

Cognitive self-instructional (CSI) programs have been successful in improving problem-solving skills in many, but not all, children. The importance of understanding the influence of subject characteristics in self-control studies, while often ignored in actual research, has been repeatedly advocated verbally. This paper presents a study designed…

Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to high self-efficacy across grades and promoted performance among third and fourth graders.…