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Peer reviewedSchunk, Dale H.; Cox, Paula D. – Journal of Educational Psychology, 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…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Correlation, Elementary Education
Peer reviewedCardelle-Elawar, Maria – Elementary School Journal, 1990
Describes a study of the effect of teachers' verbal feedback on the ability of bilingual sixth graders to solve mathematical word problems. Treatment was based on Mayer's model of problem solving. Results indicated that theory-based feedback targeted to bilingual students' individual and class needs improved student mathematics performance. (GH)
Descriptors: Bilingual Students, Feedback, Grade 6, Hispanic Americans
