caa a22 4500 477121918 CHVBK 20180405111638.0 cr unu---uuuuu 170330e19960301xx s 000 0 eng 10.1007/BF02333406 doi (NATIONALLICENCE)springer-10.1007/BF02333406 Motivational effects of teachers' ability versus effort feedback on Chinese students' learning [Elektronische Daten] [Kit-Tai Hau, Farideh Salili] Schunk (1983) found in his study with U.S. students that teachers' ability feedback ("You're good at this”) had a stronger motivational effect on students' learning than that focusing on effort ("You've been working hard”). The present experimental study examined such differential effects of attributional feedback on 386 elementary and high school Chinese students who were brought up in a culture where effort and endurance were strongly emphasized. Generally, the results with elementary students (Grade 4) replicated Schunk's findings. Mutual reinforcement effects also showed that effort and ability feedbacks combined led to the highest perceived effort expenditure. Kluwer Academic Publishers, 1996 Hau Kit-Tai The Chinese University of Hong Kong, China aut Salili Farideh The University of Hong Kong, China aut Social Psychology of Education Kluwer Academic Publishers 1/1(1996-03-01), 69-85 1381-2890 1:1<69 1996 1 11218 https://doi.org/10.1007/BF02333406 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF02333406 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hau Kit-Tai The Chinese University of Hong Kong, China aut NATIONALLICENCE 700 1- Salili Farideh The University of Hong Kong, China aut NATIONALLICENCE 773 0- Social Psychology of Education Kluwer Academic Publishers 1/1(1996-03-01), 69-85 1381-2890 1:1<69 1996 1 11218 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer