ERIC Number: ED254398
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Strategy and Attributional Effects on Children's Self-Efficacy and Skills.
Schunk, Dale H.; Gunn, Trisha P.
This study explored how task strategies and attributions for success during cognitive skill acquisition influenced self-efficacy and skillful performance. Fifty children aged 9 to 10 who lacked division skills received instruction and practice opportunities. Task strategies were assessed by recording children's verbalizations while they solved problems. Ability attributions exerted the strongest influence on changes in self-efficacy, and improvements in division skill largely depended on self-efficacy and effective strategy use during the training program. Future research should explore the relationship between strategy use and self-efficacy during various phases of skill acquisition. Implications for teaching are discussed. (Author/MS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research; Self Efficacy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).