A model of achievement applicable to learning disabled students is presented which comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Research is summarized on effects of social and instructional variables on self-efficacy and achievement behaviors. Self-efficacy appeared to predict student…

The idea that schooling socialization practices may influence students' self-regulated learning through their effects on attributions and perceived self-efficacy is discussed, focusing on students' beliefs about their abilities. From an attributional perspective, ability is generally viewed as a relatively fixed quality, but researchers have begun…

The influence of students' self-efficacy (perceived capabilities) on their motivation and skill acquisition is discussed, focusing on the role of classroom models. Social-cognitive learning theory suggests that observations of peers performing academic tasks may affect the learners' efficacy partly through the intervening influence of perceived…

The concept of self-regulation--the process whereby students activate and sustain behaviors and cognitive paths which are systematically oriented toward attainment of learning goals--is increasing in importance among educators. Self-regulation includes activities such as attending to instruction; organizing, coding, and rehearsing information;…