Modeling and Attributional Effects on Children's Achievement: A Self-Efficacy Analysis.

Schunk, Dale H.

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Peer reviewed

ERIC Number: EJ244931

Record Type: Journal

Publication Date: 1981-Feb

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Modeling and Attributional Effects on Children's Achievement: A Self-Efficacy Analysis.

Schunk, Dale H.

Journal of Educational Psychology, v73 n1 p93-105 Feb 1981

Hypotheses from self-efficacy theory in the area of children's arithmetic achievement were tested. It was hypothesized that compared with didactic instruction, cognitive modeling would result in higher arithmetic achievement, self-efficacy, and accuracy of self-appraisal. (Author/GK)

Descriptors: Academic Achievement, Attribution Theory, Elementary School Mathematics, Intermediate Grades, Modeling (Psychology), Pretests Posttests, Problem Solving, Skill Development, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

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Language: English

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Authoring Institution: N/A

Identifiers - Assessments and Surveys: Metropolitan Achievement Tests

Grant or Contract Numbers: N/A