The Effects of Effort Feedback and Performance Patterns on Children's Attribution and Task Persistence.

Medway, Frederic J.; Venino, Geraldine R.

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Peer reviewed

ERIC Number: EJ260813

Record Type: Journal

Publication Date: 1982-Jan

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The Effects of Effort Feedback and Performance Patterns on Children's Attribution and Task Persistence.

Medway, Frederic J.; Venino, Geraldine R.

Contemporary Educational Psychology, v7 n1 p26-34 Jan 1982

This study examined the effects of performance patterns and attributional information regarding performance causes on attributions and task persistence in fourth and fifth graders who tended to minimize effort as a cause of school performance. Performance patterns did not influence attributions or persistence. Effort feedback influenced persistence but not attributions. (Author/RD)

Descriptors: Achievement Need, Attribution Theory, Experimental Groups, Intermediate Grades, Learning Processes, Performance

Publication Type: Journal Articles; Reports - Research

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Language: English

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