Strategy training and attributional feedback with learning disabled students.

Abstract

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-

Development and initial validation of the Multicultural Counseling Self-Efficacy Scale--Racial Diversity Form.

“…According to Bandura (1997), persuasory efficacy information can be conveyed in ways that undermine a sense of efficacy or boost it. Research on children with learning deficits suggested that evaluative feedback highlighting personal capabilities raises efficacy beliefs (Schunk & Cox, 1986 Although findings from the current study provide initial support for the validity and reliability of the MCSE-RD scores, there are several limitations and future directions that should be discussed. First, the sample used in the study was relatively small (N = 181).…”

Self-efficacy and achievement behaviors

“…These ideas have been tested in several studies (Schunk, 1982(Schunk, , 1983a(Schunk, , 1984bSchunk and Cox, 1986). Schunk (1982) disentangled effort feedback for prior and future achievement.…”

“…Ability feedback for early successes, regardless of whether it was continued, led to higher ability attributions, self-efficacy, and skill, compared with effort feedback for early successes. Schunk and Cox (1986) presented subtraction instruction to middle school students classified as learningdisabled in mathematics. Students received effort feedback during the first half of the instructional program, effort feedback during the second half, or no effort feedback.…”

Achievement goals in the classroom: Students' learning strategies and motivation processes.

“…We draw on findings from experimental studies to suggest that students' use of learning strategies may be related to whether students adopt a mastery or performance goal orientation in the classroom. In experimental studies, students have reported using more self-instructions and self-monitoring strategies in conditions rewarding or emphasizing self-improvement rather than social comparison (Ames, 1984b) and when they believed in the efficacy of effort (Bandura & Schunk, 1981;Diener & Dweck, 1978;Schunk & Cox, 1986). Similarly, recent theoretical formulations suggest that students are more likely to think about how to do the task when they are oriented toward learning (Nicholls, 1979(Nicholls, , 1984Nolen, 1987) or focused on their own degree of mastery (Ames, 1984b;Covington & Omelich, 1984).…”