The influence of feedback on the levels of self-efficacy and attributional style
The influence of feedback on the levels of self-efficacy and attributional style

Summary/Abstract: Abstract: 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.

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