Forty 4th and 5th grade remedial reading students from two schools participated in a study that investigated whether providing remedial readers with information on the value of using a particular strategy would influence their self-efficacy and comprehension. In addition, the study explored the effects of emphasizing the general or the…

A study conducted during a training program, in which students were learning to find main ideas, investigated how different kinds of strategy value information influenced children's reading comprehension. Subjects, 15 fourth-grade and 15 fifth-grade students who regularly received remedial reading comprehension instruction, were divided into three…

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)

This paper describes an experiment that investigated the effects of goals and self-evaluation on self-regulation processes and achievement outcomes of (n=44) fourth grade students who received instruction and practice on fraction operations. Half of the students were provided with the goal of learning how to solve problems (learning goal) and the…

Psychological procedures change behavior in part by creating and strengthening perceived self-efficacy, which refers to personal judgments of performance capabilities in a given activity. In addition, it has been hypothesized that attributions, or perceived causes of outcomes, exert important effects on self-efficacy. A study investigated how the…

The effects of strategy fading and progress feedback on children's achievement outcomes were investigated. Forty-four fifth graders with reading-skills deficiencies from 2 elementary schools received instruction on locating main ideas. Children were taught and verbalized a strategy, and some faded the verbalizations to inner speech. Half of the…