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1.
This study examines the effects of performance patterns (ascending versus random) and attributional information regarding the causes of that performance (effort feedback versus no feedback) on attributions and task persistence. Subjects were 40 fourth and fifth graders with dispositional tendencies not to perceive effort as a cause of their school-related performance. Results indicated that performance patterns did not systematically influence either children's attributions or persistence. As predicted, children given effort feedback exhibited greater levels of task persistence than those given no feedback; unexpectedly, however, this effect was not mediated by children's attributions. 相似文献
2.
Two studies examined the effects of four types of teachers’ evaluative feedback on Chinese students’ self-efficacy in English
vocabulary acquisition. In Study 1, a random sample of Grade 8 students (N = 79) learned prefixes and received either formative or summative feedback after failure in test. The results showed that
students who received summative feedback showed a larger decrease in their self-efficacy than those who received formative
feedback. In Study 2, a random sample of Grade 7 students (N = 77) went through similar procedures as in Study 1 except that students received either self-referenced or norm-referenced
feedback. The results showed that self-referenced feedback was more beneficial to students’ self-efficacy than norm-referenced
feedback. The influences of teachers’ evaluation and feedback on students’ self-efficacy are discussed. 相似文献
3.
Two studies that examine distinct affect—attribution linkages in the context of an actual examination are reported. The results provide partial support for Weiner's model but also suggest that attributions are related to positive affect when the attributions are associated with the potential of satisfactory performance. That is, attributions generate positive affect to the extent that such attributions help ensure good performance. 相似文献
4.
The study was designed to assess the effects of a student's race, dialect, and physical attractiveness on teachers' evaluations. The students were of two races, black and white; three physical attractivenss levels, high, middle, and low; and they spoke one of two dialects, Black English or Standard English. Sixty-eight, white, elementary school teachers listened to each student's response and rated the student in terms of personality, quality of response, and current and future academic abilities. Analysis of the results showed that all main effects and interactions were significant. Generally, black students, Black English-speaking students, and low attractive students were rated lower. The results also revealed that teachers' ratings in the different areas were highly consistent with one another. Discussion centered around the results' implications for determining the cause(s) of black children's failure in school. The results provide some support for attributing these children's academic failures to their race and dialect rather than to their actual performance. 相似文献
5.
Causal Attributions and Reading Achievement: Individual Differences in Low-Income Families 总被引：2，自引：0，他引：2
In this study the development of causal attributions about reading within low-income families was examined. Specifically, relations between children's reading achievement and their causal attributions were investigated as well as relations between the children's attributions about themselves and their parents’ attributions about them. A total 513 students from Grades 3, 6, and 9, and one parent of each student, all from low-income families, participated. Students and parents independently rated the importance of seven causal variables (effort, intellectual ability, liking for reading, the teacher, help at home, difficulty of reading material, and luck) for the students’ good and poor reading outcomes. The major findings were that (a) at each grade, students’ attributions were reliably related to their reading achievement on the Gates–MacGinitie reading comprehension test, with attributions to ability, liking for reading, and help at home especially critical; (b) at each grade, parent attributions were reliably associated with student attributions; and (c) as students’ grade in school increased, they focused more on themselves and less on others as causal determinants of their reading performance. The implications of these findings for research and education are discussed. 相似文献
6.
《Contemporary educational psychology》2002,27(1):99-117
This study addresses gaps in the current literature by examining hypotheses based on the integration of self-efficacy, anchoring, and attribution theory. A novel anchor, attributional feedback, was utilized after an initial performance episode, and its influence on self-efficacy judgments was examined. This study also tested the previously ignored mediating influence of attributional analysis on the relationship between performance and self-efficacy as well as the influence of different attributions on self-efficacy under conditions of both successful and unsuccessful performance. Findings of this research indicate that carefully structured feedback is crucial when discussing an individual's performance, as this feedback may influence the causal attributions that are made; moreover, it is through this attributional analysis that past performance affects judgments of self-efficacy. 相似文献
7.
Self‐worth protective students characteristically perform well on some occasions yet on other occasions they perform poorly. In this study, two accounts of the poor performance of self‐worth protective students are assessed. The first is that their poor performance is an outcome of evaluative threat. The second is that their poor performance is an outcome of future outcome uncertainty: a product of their uncertain global self‐esteem and uncertainty about the causes of achievement outcomes. Students high or low in self‐worth protection were exposed to either noncontingent success (creating future outcome uncertainty), noncontingent failure (evoking evaluative threat), or contingent success. Their ability to solve two tasks that involved a high degree of uncertainty was then assessed. Students high in self‐worth protection performed poorly following both noncontingent failure and noncontingent success, supporting the roles of both evaluative threat and future outcome uncertainty. The implications in terms of enhancing the achievement of students high in self‐worth protection are discussed. 相似文献
8.
Students motivated to protect self‐worth perform poorly in situations that threaten to reveal low ability while performing well in situations that involve little threat to self‐worth. One factor contributing to their poor performance is thought to be their orientation towards social comparison goals (goals that have to do with vindicating their ability relative to others rather than pursuing mastery). In the present study, 96 undergraduate students who were either high or low in self‐worth protection were exposed to either success or failure feedback and subsequently primed to pursue either social comparison or mastery goals. For students high in self‐worth protection, the negative effects of either failure or social comparison goal priming is sufficient to give rise to poor performance. However, only when success is combined with mastery goal priming is a positive achievement outcome evident. The requirements of best practice approaches to encouraging students to adopt mastery‐orientated behaviours are discussed. 相似文献
9.
Gina Cortés-Suárez 《Community College Journal of Research & Practice》2013,37(4-6):325-346
Research in the field of attribution theory and academic achievement suggests a relationship between a student's attributional style and achievement. Theorists and researchers contend that attributions influence individual reactions to success and failure. They also report that individuals use attributions to explain and justify their performance. Studies in mathematics education identify attribution theory as the theoretical orientation most suited to explain academic performance in mathematics. This study focused on the relationship among a high risk course, low success rates, and attribution by examining the difference in the attributions passing and failing students gave for their performance in College Algebra. Students from a large urban community college in South Florida (n = 410) self-reported their performance on an in-class test by providing open-ended attribution statements to explain the cause of their performance. They then attributed their performance along the dimensions of locus of causality, stability, personal controllability, and external controllability using the Causal Dimensions Scale (CDSII). The open-ended attribution statements were coded in relation to ability, effort, task difficulty, and luck and compared using a Pearson chi- square procedure. The quantitative data compared the passing and failing groups and their attributions for performance on the test using One-way ANOVA and Pearson chi-square procedures. The results of the quantitative data comparing passing and failing groups and their attributions along the dimensions measured by the CDSII indicated statistical significance in locus of causality, stability, and personal controllability. The results comparing the open-ended attribution statements indicated statistical significance in the categories of effort and task difficulty. 相似文献
10.
Donelson R. Forsyth William R. Pope James H. McMillan 《Contemporary educational psychology》1985,10(1):72-82
The hypothesis that students who cheat will externalize the cause of this behavior was tested by contrasting the causal inferences of cheating students and noncheating students. The results supported Kelley's attributional model, for cheaters tended to note the high distinctiveness, high consensus, and low consistency of their actions, while noncheaters noted the low distinctiveness, low consensus, and high consistency of their morally commendable actions. Comparison of the students' attributions with inferences formulated by uninvolved observers also indicated that students tended to formulate self-serving attributions, suggesting that external attributions—in providing students with an excuse for cheating—may work to limit self-concept changes after misconduct. 相似文献
11.
The patterns of brain activation during norm-referenced and criterion-referenced feedback were compared, using the functional magnetic resonance imaging (fMRI). Twenty-two healthy right-handed individuals performed a series of perceptual judgment tasks while their brain activity was recorded. The participants responded to a performance-approach goal survey and performed practice trials prior to scanning, during which their perceived competence toward the novel task was manipulated with bogus performance information. During scanning, the participants received either norm-referenced or criterion-referenced feedback after each performance. The brain regions associated with negative affect including the posterior cingulate cortex, the medial frontal gyrus, and the inferior parietal lobule were recruited during norm-referenced feedback only among the low-competence participants. In contrast, significant activation was observed in the identical cortical areas involved in negative affect during criterion-referenced feedback only among the high-competence participants. Regardless of the level of perceived competence, performance-approach goal scores correlated positively with activation in the brain areas implicated in the negative emotion during norm-referenced feedback. The present findings provide insight into the potential costs and benefits of normative assessment. 相似文献
12.
This was the first study to integrate Rosenbaum's concept of learned resourcefulness with Dweck's implicit theories of intelligence in predicting university students' academic self‐control behaviour and year‐end grades. Rosenbaum highlights the prominent role that learned resourcefulness skills play in promoting mastery responses and goal attainment during difficult situations. Dweck, on the other hand, describes how students' beliefs about intelligence direct their goal‐setting preferences and correspondent reactions to disappointing performance outcomes. Students completed self‐report measures assessing their learned resourcefulness skills, academic self‐control skills, academic self‐efficacy, theories of intelligence, goal orientation, and attributions for academic failure. Our findings supported the integrated approach to understanding academic goal attainment. Students who reported engaging in academic self‐control behaviours possessed a better‐developed repertoire of general self‐control skills, believed in their academic ability to succeed, applied more effort in response to academic setbacks, valued learning something new in class more than merely getting good grades, and actually obtained higher grades. Theories of intelligence had an indirect association with academic self‐control through ability attributions. Directions for future research are noted. 相似文献
13.
Katja Natale Jaana Viljaranta Marja‐Kristiina Lerkkanen Anna‐Maija Poikkeus Jari‐Erik Nurmi 《教育心理学》2009,29(5):603-619
The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading‐related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the higher the task motivation and performance in reading the children showed, the more the teachers attributed their success to ability and effort, and the less they attributed it to teachers' help. Teachers' ability and effort attributions for success, in turn, predicted a high level of children's subsequent task motivation in reading. Moreover, teachers seldom attributed high‐achieving children's failure to lack of ability or effort. 相似文献
14.
Stelios N. Georgiou 《教育心理学》1999,19(4):399-412
The present study examines the achievement attributions of Greek Cypriot students and their parents. Its aim was to investigate the role of parental and child achievement attributions as parameters of the child's actual school achievement and to examine the existing differences between attributions made by children and their parents. A total of 477 Sixth Grade Greek Cypriot students and their parents participated in the study. A structural equation model was constructed and its ability to fit the data was tested. It was found that child attributions of achievement to effort, ability and other internal factors are positively related to actual achievement, while attributions to luck and external factors are negatively related to achievement. This is in line with earlier findings. Parental and child attributions are not strongly and reliably related. Thus, claims that children develop their own attributions on the basis of their parents’ attributions were not supported. Gender differences were found, with females attributing their achievement to effort more than males did. Finally, underachievers tended to attribute their school performance to external factors (luck, role of others such as parents and teachers), while highly achieving students tended to attribute their performance to their own effort and other internal factors. 相似文献
15.
Michael Zifcak 《Contemporary educational psychology》1981,6(2):117-126
Recent research has suggested the importance of oral language ability in learning to read. It was proposed that the young child's awareness of the phonology of his language would greatly influence early reading success. The results revealed a strong relationship between the first grader's reading performance and two measures of his phonological awareness, invented spelling and phoneme segmentation abilities. Development of phonological awareness was not related to the child's sex, intelligence, socioeconomic status, or chronological age within a 12-month span. A third measure of phonological awareness, auditory analysis skills, was found to have less predictive value. The results suggest that an understanding of phonological relationships above and beyond that required for ordinary speaking and listening enables the beginning reader of English to make contact with his alphabetic writing system at the phonemic level. Instruction at the appropriate age level should facilitate this understanding. 相似文献
16.
Thomas R Guskey 《Contemporary educational psychology》1982,7(1):70-80
Past research on teachers' causal attributions has shown there to be little relation between perceptions of responsibility for positive versus negative student learning outcomes. In this study, Weiner's model for causal attributions was employed to explore these perceived attributional differences. Data were gathered from 184 teachers from two metropolitan school districts. Statistically significant differences between attributions for positive versus negative outcomes were identified along the dimensions of both internality/externality and stability of cause. Relations to overall efficacy, teaching experience, grade level taught, and teacher gender were also explored; however, only grade level differences were found to be statistically significant. 相似文献
17.
Two qualitatively different information-processing algorithms for solution of Raven's Progressive Matrices items have been identified. Whereas the Gestalt algorithm involves spatial operations upon the test stimuli, the Analytic algorithm employs logical operations upon features abstracted from the displays. In this study, training groups were established varying both in the Strength (Weak or Strong) and Type (Gestalt or Analytic) of training at three grade levels. Two sets of post-test measures were given. Ambiguous items were constructed such that more than one correct answer was possible, some being the result of the Gestalt algorithm and others of the Analytic algorithm. Subjects' performances on the Ambiguous items indicated that strong Analytic training had been particularly effective and was specific to Analytic answer options. The second post-test measure was Set I of the Advanced Progressive Matrices. Performance on these Test items indicated that the effects of strategy training had been maintained, and were due to the facilitation of Analytic item performance by Analytic training. The effects of Strength and Type of training were consistent across Grades. These results support Hunt's analysis of Raven's Progressive Matrices items, and demonstrate that strategy training based upon a precise information processing task analysis can be effective in improving Progressive Matrices performance. The implications of these results for intellectual assessment are discussed. 相似文献
18.
ABSTRACTChildren with Autism Spectrum Disorder (ASD) perform poorly in complex fine motor skills and recognition, and they have difficulties in learning complex and multistep motor skills. Gestures-based games, which enable users to get timely feedback, to learn from failure, to engage in games at every moment, and to interact with computers intuitively have become promising tools. However, relevant empirical research on using gesture-based games to assist the learning of children with ASD is limited. With a case study method, we aim to examine the effects of using gesture-based games on the learning of children with ASD. Two gesture-based matching games were developed to improve the performance of children with ASD with respect to fine motor skills and recognition, and three young children with ASD participated in a three-week experiment. By comparing the participants’ performance before and after the treatment, we found that the participants’ performance in playing the gesture-based games improved greatly during the intervention, and intervention helped improve their performance regarding fine motor skills and recognition. Also, they were able to transfer the rules and skills they had learnt from the first game to completing the tasks in the second game. The findings above suggest the usefulness of using gesture-based games in assisting the learning of children with ASD. Some suggestions and implications for the development of the gesture-based games and future work are also discussed. 相似文献
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20.
Self‐worth protective students characteristically perform poorly when they anticipate that poor performance is likely to reveal low ability, yet perform well in situations that involve little threat to self‐worth. The present study sought a further understanding of this variable pattern of achievement, assessing two possibilities: (1) that the poor performance of students high in self‐worth protection in situations of high evaluative threat is appropriately viewed as self‐handicapping behaviour in the form of strategic withdrawal of effort, and (2) that the poor performance of students high in self‐worth protection is an outcome of anxiety or “choking under pressure”. Participants were 72 undergraduate students, either high or low in self‐worth protection, assigned to one of three performance feedback conditions: humiliating failure, failure allowing face‐saving, and success. They subsequently completed 20 anagrams and 12 remote associates tasks, assessing performance, followed by 16 unicursal tasks during what was believed to be a practice period, providing an assessment of behavioural self‐handicapping in the form of intentional low effort. Students high in self‐worth protection performed poorly on the anagrams and remote associates following humiliating failure. They also reported greater anxiety across experimental conditions and claimed greater anxiety impairment than students low in self‐worth protection. These outcomes provide little support for an interpretation of self‐worth protection as self‐handicapping behaviour, instead supporting an interpretation of self‐worth protection as an outcome of choking under pressure, fuelled by evaluative threat. 相似文献