努力帰属的評価が児童のエフイカシー予期の認知と学業達成に及ぼす効果
1993 年 41 巻 2 号 p. 221-229
詳細
1993 年 41 巻 2 号 p. 221-229
The purpose of this study was to investigate the effects of effort attributional evaluation on children's perceived self-efficacy and academic achievement. Children, in the second and third-grade of elementary school, lacking subtraction skills, received training in subtraction operation under treatment conditions. The treatment conditions were; (1) effort acceptance paying attention to success,(2) effort requirement paying attention to failure, and (3) control groups. Results showed that acceptance condition of effort led to greater skill development and higher percepts of self-efficacy than any other conditions. Requirement condition of effort was seen promoting skill development, though not perceiving self-efficacy. The findings suggested that providing effort attributional evaluation concerning achievement was effective in promoting children's achievement, and effort acceptance paying attention to success was most effective in children's perception self-efficacy.
