The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes |
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| Institution: | 1. Columbia University School of Nursing, New York, NY, United States;2. University of Washington School of Nursing, Seattle, WA, United States;1. Center for Gerontology and Health Care Research, Brown University School of Public Health, Providence, RI;2. Brown University School of Public Health, Providence, RI;3. Department of Public Health Sciences, University of Rochester Medical Center, Rochester, NY;4. Geriatrics and Extended Care Data and Analysis Center, Canandaigua VAMC, Canandaigua, NY;1. Department of Kinesiology, University of Waterloo, Waterloo, Canada;2. Department of Kinesiology & Physical Education/Health Sciences, Wilfrid Laurier University, Waterloo, Canada;1. Universidade Federal de Pelotas, Faculdade de Medicina, Serviço de Asssitência Especializada em HIV AIDS, Pelotas, RS, Brazil;2. Universidade Católica de Pelotas, Programa de Pós-Graduação em Saúde e Comportamento, Pelotas, RS, Brazil;1. Section of Orthodontics, Division of Growth and Development, School of Dentistry, University of California, Los Angeles, California;3. UCLA Division of Plastic and Reconstructive Surgery and Department of Orthopaedic Surgery and the Orthopaedic Hospital Research Center, University of California, Los Angeles, California;5. David Geffen School of Medicine at UCLA, University of California, Los Angeles, California;2. Department of Orthodontics, Peking University, School and Hospital of Stomatology, Beijing, People''s Republic of China;4. State Key Laboratory of Oral Diseases, Department of Orthodontics, West China Hospital of Stomatology, Sichuan University, Chengdu, People''s Republic of China;6. Oak Ridge National Laboratory, Oak Ridge, Tennessee |
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| Abstract: | This experiment explored the mediating functions of attributional and self-efficacy variables on achievement outcomes for skill training treatments offered in conjunction with attributional feedback. Children who were identified as learned helpless and deficient in division skills received training on division operations either through modeling strategies or self-instructional practice. Half of the sample in each treatment received attributional feedback on effort, ability, and task difficulty. All treatments were effective in raising post-test achievement but only the results from the two treatments including attributional feedback and the modeling only treatment demonstrated significant post-test superiority over the achievement of a control group. Treatment effects on the mediating variables were less substantial but path analysis demonstrated the viability of a hypothesized model which suggests that the indirect effect of skill training and attributional feedback on achievement is mediated through the attribution and self-efficacy variables. Future research on how children process attributional information needs to consider ways to measure the generalizability of alleviation of learned helplessness and increased self-efficacy on achievement outcomes. |
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