The influence of feedback on the levels of self-efficacy and attributional style
Studies have shown that a high level of perceived self-efficacy is correlated to attributional mechanisms that protect a positive self-image. This current study analyzes the influence of feedback (positive or negative) on attributional style (operationalized in three dimensions – internality/externality, instability/stability, specificity/globality) and on the level of perceived self-efficacy. The research includes two studies: one taken with subjects from primary school (third and fourth grade) and middle school (sixth and seventh grade). The results show that the influence of feedback on levels of self-efficacy and attributional style is stronger in primary school than in middle school. There are also gender differences for both levels of education in what concerns the influence of feedback: the boys have the perception of a stronger effect of positive feedback compared to girls and have better scores of perceived self-efficacy; compared to girls, boys tend to do more specific and instable attributions when they receive negative feedback.
perceived self-efficacy, attributional style, feedback type
Dorina Sălăvăstru – Al. I. Cuza University, Iaşi, Romania E-mail: firstname.lastname@example.org