歸因回饋與策略訓練對數學低成就學生學習行為的影響

Research output: Contribution to journalArticle

Abstract

The purpose of this study were to explore how effort-attributional feedback influenced mathematical learning disabled students' selfafficacy, achievement motivation, and mathematical skillful performance and also to investigate how verbalizational training strategy affected these achivement behaviors. Students received training and solved problems over sessions. Students in the first condition verbalized aloud while solving problems, 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, achievement motivation, skillful mathematical performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback enhanced effort attributions. The results revealed that effort-attribution feedback and verbalization training treatment led to positive influences with mathematical learning disabled students.
Original languageChinese
Pages (from-to)143-157
Number of pages15
Journal教育心理學報
Issue number23
DOIs
Publication statusPublished - 1990

Cite this

歸因回饋與策略訓練對數學低成就學生學習行為的影響. / 陳李綢(Li-Chou Chen).

In: 教育心理學報, No. 23, 1990, p. 143-157.

Research output: Contribution to journalArticle

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abstract = "The purpose of this study were to explore how effort-attributional feedback influenced mathematical learning disabled students' selfafficacy, achievement motivation, and mathematical skillful performance and also to investigate how verbalizational training strategy affected these achivement behaviors. Students received training and solved problems over sessions. Students in the first condition verbalized aloud while solving problems, 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, achievement motivation, skillful mathematical performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback enhanced effort attributions. The results revealed that effort-attribution feedback and verbalization training treatment led to positive influences with mathematical learning disabled students.",
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