ERIC Number: ED254397
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Influence of Peer Models on Children's Self-Efficacy.
Schunk, Dale H.; Hanson, Antoinette R.
This experiment investigated how children's self-efficacy and achievement were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. The subjects were 72 children aged 8 to 10 who had experienced difficulties learning subtraction with regrouping operations in their classes. Children observed a same-gender peer demonstrate either rapid (mastery model) or gradual (coping model) acquisition of subtraction skills, observed a teacher model demonstrate subtraction operations, or did not observe a model. Children then judged self-efficacy for learning to subtract, and received subtraction training. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement, than did observing the teacher model or not observing a model. Children who observed the teacher model scored higher than no model subjects on these measures. No significant differences were obtained on any measure due to type of peer modeled behavior (mastery/copying). (Author/MS)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Mathematics Education Research; Peer Modeling; Self Efficacy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).