Teachers can also communicate their beliefs about

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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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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

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