ERIC Number: ED209083
Record Type: RIE
Publication Date: 1981-Aug
Reference Count: 0
Development of Children's Achievement and Interest Through Overt Verbalization.
Schunk, Dale H.
This experiment tested the hypothesis that combining operational strategies with free verbalization facilitates development of competencies, percepts of self-efficacy, and interest in arithmetic activities. Children lacking division skills received treatments in which they either verbalized division strategies, verbalized freely, did both, or did not verbalize while learning to solve division problems. Results showed that combining operational strategies with free verbalization produced greater skill development, higher percepts of efficacy, and greater subsequent interest. Free verbalization alone led to equally high skill development. Verbalizing only strategies resulted in no benefits compared with not verbalizing. Regardless of treatment condition, self-percepts of efficacy were positively related to arithmetic interest. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Psychological Association (Los Angeles, CA, August, 1981). Not available in paper copy due to light and broken type throughout entire document.