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This experiment explored the effects of ability and effort attributional feedback given during subtraction competency development on children's perceived self-efficacy and achievement. Children who were deficient in subtraction skills received training on subtraction operations and engaged in problem solving, during which they periodically received ability attributional feedback for their progress, effort feedback, ability + effort feedback, or no attributional feedback. Children given only ability feedback demonstrated the highest subtraction skill and self-efficacy; the effort and ability + effort conditions did not differ, but each outperformed the no-feedback condition. Future research should examine in greater detail how children process attributional information and its effects on achievement outcomes.
Dale H. Schunk (Thu,) studied this question.