Attributional feedback raises self-efficacy and performance, with ability versus effort feedback credibility depending on learners' capabilities and timing¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 1995 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Ability feedback enhanced post-instructional self-efficacy and performance better than effort feedback or combined ability-plus-effort feedback in Schunk's (1983a) subtraction study. → Schunk 1995 q3 i? For learners with severe reading deficiencies, later ability feedback produced better ability attributions and efficacy than early ability feedback. → Schunk 1995 (2)

Evidence¶

Schunk 1995¶

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. http://www.taylorandfrancis.com/

q3 · i? · review · r2

Experiment during a subtraction instruction program in which children periodically received feedback linking performance with ability, effort, or both. All three conditions raised motivation equally; ability-plus-effort subjects may have discounted ability information.

"Ability feedback enhanced post-instructional self-efficacy and performance better than effort feedback or ability-plus-effort feedback."

Schunk 1995 (2)¶

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. http://www.taylorandfrancis.com/

q3 · i? · review · r2

Study of children with severe reading deficiencies during reading comprehension instruction; comprehension success was limited early, so ability feedback for early successes may not have been credible.

"Schunk and Rice (1986) found during reading comprehension instruction that later ability feedback exerted better effects on ability attributions and efficacy than did early ability feedback."

Discussion¶

Related Claims¶

• Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies — related
• Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects — related
• Proximal goals produced higher motivation, skill, self-efficacy, and intrinsic interest than distant or general goals — related