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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ385381
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Self-Efficacy and Cognitive Achievement: Implications for Students with Learning Problems.
Schunk, Dale H.
Journal of Learning Disabilities, v22 n1 p14-22 Jan 1989
A model of achievement applicable to learning disabled students is presented which comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Research is summarized on effects of social and instructional variables on self-efficacy and achievement behaviors. Self-efficacy appeared to predict student motivation and learning. (Author/DB)
Descriptors: Educational Psychology, Elementary Secondary Education, Learning Disabilities, Models, Self Concept, Self Efficacy, Student Motivation, Theories, Time on Task
Publication Type: Journal Articles; Opinion Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A