| Abstract: | Investigated the effects of verbalization of subtraction with regrouping operations and effort-attributional feedback on the self-efficacy and skillful performance of 90 Ss (aged 11 yrs 2 mo to 16 yrs 2 mo) in Grades 6–8 who were classified as learning disabled in mathematics. Ss received training and solved problems over sessions. Ss in the 1st condition verbalized aloud while solving problems (continuous verbalization), those in the 2nd condition verbalized only during the 1st half of training (discontinued verbalization), and those in the 3rd condition did not verbalize (no verbalization). All Ss were periodically monitored and received effort feedback during the 1st half of training, effort feedback during the 2nd half of training, or no effort feedback. Findings show that 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 1st half of training enhanced effort attributions. The process by which verbalization promotes achievement outcomes is discussed. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
