Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation.

Rest, Stanley; Nierenberg, Richard; Weiner, Bernard; Heckhausen, Heinz

doi:10.1037/h0035739

Cited by 75 publications

(43 citation statements)

References 4 publications

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“…It is possible that teachers view an initial acknowledgment of shame, and/or regret on the part of a failing student as a prerequisite for, or means of enhancing the student's motivation to better his or her subsequent performance. An initial emphasis on feelings is consistent with Rogerian counselling theory (Rogers and Wood, 1974;Rogers, 1977) which stresses the importance of discussing and "getting in touch with one's feelings".…”

Section: Resultsmentioning

confidence: 91%

“…Such a discrepancy between theory and research seems unwarranted and unwise. Second, while effort (in contrast to ability) attributions for failure have been found t o produce favourable performance results on the part of the actor, effort attributions for failure elicit unfavourable responses (e.g., lower grades) on the part of the observer or evaluator (Weiner and Kukla, 1970;Rest et al, 1973). Third, while high effort on the part of students may help minimize teacher punishment in the event of failure (Weiner and Kukla, 1970;Covington and Omelich, 1979), it also poses a substantial threat to self-concept on the part of the performer.…”

Section: Introductionmentioning

confidence: 97%

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The Comparative Effects of Strategy and Effort Attributions

Clifford

1986

Brit J of Edu Psychol

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SUMMARY. The effects of attributing academic failure to effort or strategy were examined with the use of college students and teachers as subjects. Both the attitude and future performance of a college freshman described as receiving a GPA of 1.8 ( C -) on her first semester's work were judged to be significantly more positive when poor performance was attributed to strategy in contrast to effort. A measure of perceived affect produced an interaction which indicated that college teachers, but not students, perceived affect to be more positive under effort attributions.A secondary purpose of this research was to examine the effects of having subjects judge perceived affect either before or after making judgments on attitude and future performance. Data suggest that the initial processing of affect may lead to more positive judgments of attitude and future performance on the part of teachers but less positive judgments on the part of students. The theoretical and practical implications of these findings are discussed. INTRODUCTIONIT has been well established within attribution theory that the stability dimension and its related internal attributions of ability and effort have far-reaching behavioural and affective consequences. Expectancies of future success are relatively low when failure is attributed t o a stable cause such as lack of ability and relatively high when failure is attributed to an unstable cause such as lack of effort

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Section: Resultsmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 97%

The Comparative Effects of Strategy and Effort Attributions

Clifford

1986

Brit J of Edu Psychol

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“…In reviewing these and other studies that have focused on reward and pimishment dispensation. Rest, Nierenberg, Weiner, and Hackhausen (1973) conclude that the Weiner and Kukla 'low ability" effect sometimes appears and sometimes does not. The present authors suggest that this low ability" effect appears when task difficulty information has not been given and does not appear when task information is present.…”

Section: Discussionmentioning

confidence: 89%

Task information and attributions for academic performance by professional teachers and roleplayers

Cooper¹,

Lowe

1977

Journal of Personality

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“…Teacher approval and disapproval have a considerable effect on students' motivation. Early studies (e.g., Anderson, White and Wash, 1966;Eswara, 1972;Rest, Neirenberg and Weiner, 1973), found that praise was more effective for achievement than criticism. This view is supported by later research such as Salzberg and Salzberg (1981), Radocy (1982), and Bartholomew (1993).…”

mentioning

confidence: 99%

Exploratory study of approvals and disapprovals in Australian instrumental music teaching

Zhukov¹

2008

International Journal of Music Education

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Research on the use of approvals/ disapprovals in classroom teaching has highlighted praise as more effective than criticism, specific evaluation more valuable than general, and gender differences. This study investigated instrumental music lessons in higher education to ascertain the use of positive/ negative and specific/ general evaluation and gender effects on these. The participants were 12 teachers and 24 students from five Australian tertiary institutions. Greater use of approvals than disapprovals was found in most lessons. The teachers were more specific when criticising their students, but not when praising them. The female teachers were slightly more positive than the male teachers, but the male teachers were more specific in their appraisals of student playing. The female students received more teacher praise than the male students. Results support previous research and provide new evidence into the use of approvals and disapprovals in instrumental music lessons in higher education. The implications for teaching practice include greater use of specific praise and sensitivity to gender biases.

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Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation.

Cited by 75 publications

References 4 publications

The Comparative Effects of Strategy and Effort Attributions

The Comparative Effects of Strategy and Effort Attributions

Task information and attributions for academic performance by professional teachers and roleplayers

Exploratory study of approvals and disapprovals in Australian instrumental music teaching

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