Attributions, group size, and exposure time as predictors of elementary children's performance on a microcomputer task

In order to assess the relationship of group size, exposure time, and attributions on children's performance on a microcomputer task, fifth-and sixth-grade children were exposed to either a drill-and-practice program (n = 254), or a tutorial program (n = 239), in groups of one, two, or four, for one, two, or three half-hour sessions. The ability of attributions about performance, exposure time, and group size to predict actual performance was investigated. Hierarchical regression indicated that exposure time was a significant predictor of performance on posttests for the drill-and-practice program, but not for the tutorial program. Group size did not predict performance on posttests. Attributions to uncontrollable causes (ability and task difficulty) contributed to the prediction of performance on both tasks. Attributions to effort and luck were not significant predictors of performance. Interactions between group size and attributions, and exposure time and attributions, did not contribute to the prediction of performance. It is suggested that program developers focus on designing software which gives children appropriate effort feedback in order to enhance motivation to learn.