Persistence and the causal perception of failure: Modifying cognitive attributions.

Andrews, Gregory R.; Debus, Ray L.

doi:10.1037/0022-0663.70.2.154

Cited by 222 publications

(148 citation statements)

References 23 publications

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“…When students believe that additional effort will produce success they persist longer and increase their achievement (Weiner, 1979). Attribution retraining programs often concentrate on changing children's causal ascriptions for failure from low ability to insufficient effort (Andrews and Debus, 1978;Dweck, 1975). Effort feedback is a persuasive source of efficacy information.…”

Section: Self-efficacy and Achievement Behaviorsmentioning

confidence: 99%

Self-efficacy and achievement behaviors

1989

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Abstract:In this article self-efficacy research is reviewed in domains relevant to education. Research addressing cognitive skills, social skills, motor skills, and career choices has shown that self-efficacy is an important construct that helps to explain students' learning and performance of achievement-related behaviors. Research also has identified variables that are associated with educational contexts and that signal to students how well they are achieving or making progress in learning. These task-engagement variables include models/social comparative information, goal setting, attributional and performance feedback, strategy instruction, cognitive processing, and reward contingencies. A suggested future self-efficacy research agenda might include maintenance and generalization of changes in self-efficacy, the identification of additional task-engagement variables, instrument development and validation, integration of efficacy information from diverse sources, developmental influences on self-efficacy, and teachers' sense of efficacy. KEY WORDS: achievement; self-efficacy; motivation. Article: SELF-EFFICACY AND ACHIEVEMENT BEHAVIORSThere is growing evidence that personal cognitions influence the instigation, direction, and persistence of behaviors. Various theoretical traditions emphasize the importance of individuals' beliefs concerning their capabilities to exercise control over important aspects of their lives (

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Section: Self-efficacy and Achievement Behaviorsmentioning

confidence: 99%

Self-efficacy and achievement behaviors

1989

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“…Effort is presumably under volitional control and amenable to change. Researchers have shown that linking past failures with insufficient effort promotes effort attributions and persistence (Andrews & Debus, 1978 ;Dweck, 1975) and that effort feedback for prior successes enhances children's motivation, self-efficacy, and skills (Schunk, 1985).…”

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confidence: 99%

Strategy training and attributional feedback with learning disabled students.

Schunk¹,

Cox²

1986

Journal of Educational Psychology

143

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In this experiment, we investigated how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance and also explored how effort-attributional feedback affected these achievement behaviors. Students received training and solved problems over sessions. Students in the first condition verbalized aloud while solving problems (continuous verbalization), those in the second condition verbalized only during the first half of training (discontinued verbalization), and those in the third condition did not verbalize (no verbalization). All students were periodically monitored and received effort feedback during the first half of training, effort feedback during the second half of training, or no effort feedback. Continuous verbalization led to higher self-efficacy and skillful performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback during the first half of training enhanced effort attributions.According to Bandura (1982aBandura ( , 1982b, psychological procedures change behavior in part by creating and strengthening self-efficacy, or one's perceived performance capabilities in a given activity. Self-efficacy is hypothesized to influence choice of activities, effort expended, persistence, and task accomplishments. Although self-efficacy originally was used to help explain coping behaviors in fearful situations, its use has been extended to other contexts, including cognitive-skill learning (Schunk. 1985).In the present study, we tested some predictions of the self-efficacy model with learning disabled students, who perform below their measured abilities but do not possess intellectual deficits. Especially when facing difficult tasks, they often arc inattentive and display lackadaisical efforts (Licht, 1984;Torgesen & Licht, 1983). These behavioral deficits may occur in part because such students hold selfdoubts about their capabilities to perform well (Boersma & Chapman, 1981). Interventions that promote students' perceived capabilities (i.e., self-efficacy) might help to remedy behavioral dysfunctions (Schunk, 1985).Much classroom learning involves understanding how to apply task strategies. In mathematics, students who fail to acquire algorithmic knowledge through normal instructional procedures may benefit from explicit strategy training that includes verbalizing aloud the solution steps and their ap-

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“…As Licht (1983) notes, results from several training programs with normally achieving "helpless" children have suggested that debilitating responses to failure can be altered by changing children's attributions for failure (Andrews & Debus, 1978;Chapin & Dyck, 1976;Dweck, 1975;Fowler & Peterson, 1981;Rhodes, 1977). In one of these studies, Fowler and Peterson (1981) sought to extend Chapin and Dyck's (1976) results to normal achieving learned-helpless children.…”

Section: Articlementioning

confidence: 99%

An Attribution Training Program with Learning Disabled Children

Shelton

Anastopoulos²,

Linden³

1985

J Learn Disabil

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Abstract:Based on the success of attribution training programs in alleviating learned helplessness and upon current research suggesting that some learning disabled children may be experiencing learned helplessness, it was the purpose of the present investigation to determine whether altering causal attributions for failure would enable helpless learning disabled children to deal more effectively with failure in an experimental reading situation. Sixteen "helpless" learning disabled students were assigned to an attribution training group or to an assessment control group. The results revealed that following training, the subjects in the attribution training group demonstrated greater reading persistence, showed significant increases in effort attributions for failure as well as more internal attributions for achievement situations when compared to subjects in the control group. Treatment gains for effort attributions and for reading persistence were maintained at follow-up. Implications for remedial programs are discussed.

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Persistence and the causal perception of failure: Modifying cognitive attributions.

Cited by 222 publications

References 23 publications

Self-efficacy and achievement behaviors

Self-efficacy and achievement behaviors

Strategy training and attributional feedback with learning disabled students.

An Attribution Training Program with Learning Disabled Children

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