Abstract
This study investigates the types of feedback statements utilized by 3rd-grade teachers during mathematics instruction. It considers how these statements might affect numerous education variables from the perspective of attribution theory (Weiner et al., 1971). The goal of the study was to create and test a coding scheme by which attribution feedback can be reliably identified. Twenty teachers were observed, and feedback statements were analyzed. The results support a conceptual relationship between feedback and attribution theory, and indicate that teachers rarely provide students with attributionally informative feedback. Implications for motivation, achievement, and teacher training are discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
