Strategy Training and Attributional Feedback with Learning Disabled Students.

Schunk, Dale H.; Cox, Paula D.

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Peer reviewed

ERIC Number: EJ336916

Record Type: Journal

Publication Date: 1986

Pages: N/A

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Strategy Training and Attributional Feedback with Learning Disabled Students.

Schunk, Dale H.; Cox, Paula D.

Journal of Educational Psychology, v78 n3 p201-09 Jun 1986

An experiment investigated: (1) how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance; and (2) explored how effort-attributional feedback affected achievement behaviors. Continuous feedback led to high self-efficacy and skillful performance, and effort feedback during the first half of training enhanced effort attributions. (Author/LMO)

Descriptors: Academic Achievement, Aptitude Treatment Interaction, Correlation, Elementary Education, Feedback, Instruction, Learning Disabilities, Performance, Problem Solving, Student Behavior

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/74214

IES Cited: ED504995

Author Affiliations: N/A