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Peer reviewed Peer reviewed
ERIC Number: EJ244931
Record Type: CIJE
Publication Date: 1981-Feb
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Didactic Teaching; Metropolitan Achievement Tests; Self Efficacy