The Effects of Quantitative Feedback on Children's Expectation of Success
Bibliographic Data
| ID | 9615300 |
|---|---|
| Authors | Margaret M Clifford (University of Iowa, corresponding author) |
| Year | 1978 |
| Volume | 48 |
| Issue | 2 |
| Pages | 220-226 |
| Publication date | 1978-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1978.tb02388.x |
| OpenAlex | W2157719049 |
| Language | EN |
| Citations received | 3 |
S ummary . A pair of studies conducted with first, third, and fifth graders supports the prediction that concrete, quantitative feedback, as opposed to qualitative comments, increases the validity of children's expectations of their level of performance. Children were presented with a series of puzzles on which they worked under different feedback conditions. The validity of expectations was examined under two conditions, and also the attributions they made for their levels of performance. These data also confirm previous findings which indicate that overestimation of levels of performance decreases with age. In addition it was found that children's attribution of success to ability decreased with age. Few children at any grade level attributed their performance on these particular puzzles to luck, as opposed to effort
Attribution · Developmental psychology · Luck · Child and Animal Learning Development · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology
| Citations per year | 0.07 |
|---|---|
| Citation span | 1984 - 1997 (14) |
| Highly cited | No |