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The effect of success or failure on self‐efficacy and task persistence of conduct‐disordered children
Author(s) -
Lyman Robert D.,
PrenticeDunn Steven,
Wilson David R.,
Bonfilio Stephen A.
Publication year - 1984
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198410)21:4<516::aid-pits2310210419>3.0.co;2-o
Subject(s) - persistence (discontinuity) , psychology , task (project management) , self efficacy , matching (statistics) , developmental psychology , correlation , clinical psychology , social psychology , medicine , geometry , geotechnical engineering , management , mathematics , pathology , engineering , economics
Twenty‐four children with conduct disorders were familiarized with a pattern‐matching task, and their self‐efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self‐efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern‐matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self‐efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self‐efficacy rating. These findings were related to Bandura's self‐efficacy theory and to educational programming for conduct‐disordered children.