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Unformatted text preview: ry, students need to attribute their successes to their
ability and/or effort, and attribute their non-successes to the nature of their effort.
Students use multiple cues from their environment in forming their
attributions for their successes and failures (Reeve, 1996). For example, they will
use their prior performance history and their perceptions of how they compare to
other students. They will also be influenced by attributional feedback from
teachers. Attributional feedback links students’ successes and failures to causes
of those successes and failures (Pintrich & Schunk, 1996). In general, when your
students do not succeed, you want them to attribute those non-successes to the
nature of their effort. For example, “You are starting to get it. You just need some
more practice.” When they succeed, you want to help them attribute the success to
their ability and/or effort. For example, “I knew you could do it. You usually do
well when you have taken your time.”
Teachers can also communicate their beliefs about students’ ability
through subtle and unintentional cues when they provide feedback (Reeve, 1996). 70 For...
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- Spring '08