Attributional and performance effects of competitive and individualistic feedback in computer-assisted mathematics instruction

摘要

This research is concerned with the effects of individualistic and competitive goal structures in a computer-assisted mathematics program. Fifty-two fourth and fifth grade students received either competitive feedback, individualistic feedback, or no feedback over a six week period. Data concerning students' attributions, locus of control, mathematics achievement, and rate of progress were collected. Results from this experiment show that males receiving competitive feedback performed better than females receiving competitive feedback, and females receiving individualistic feedback performed better than females receiving competitive feedback. Although the treatment did not have an effect on students' attributions, the attribution measures were found to account for a moderate portion of the variance in mathematics achievement and rate of progress. Results from the experiment were discussed in the context of instructional software inadvertently designed to stimulate the performance of males while inhibiting the performance of females.