ERIC Number: ED255321
Record Type: Non-Journal
Publication Date: 1985-Mar
Reference Count: N/A
Generalization of Self-Efficacy in Children.
RiCharde, Stephen; Wang, Alvin Y.
To test the hypothesis that a bidirectional or hierarchical relationship exists between self-efficacy and mnemonic self-concept, an investigation was made of the relationship between a task-independent learning strategy and self-efficacy for a variety of cognitive skills. A total of 60 second graders were pretested for self-efficacy on four learning tasks: a paired-associate learning task, memory for unfamiliar vocabulary words, rote memory for a list of numbers, and simple subtraction problems. Subjects, shown each task for about 2 seconds, were asked to judge how sure they were that they could perform the task. Children were then given generalized memory-monitoring training and taught two strategies for memorizing word pairs in a paired-associate memory task. Ineffective word repetition and effective sentence elaboration strategies were taught to each subject. In a post-training test trial, subjects were instructed to choose the best way to remember and were tested on a third list of noun pairs. After the testing trial, children were posttested for self-efficacy on the four learning tasks used in the pretest. Results indicated that 39 subjects chose the elaboration method for the final paired-associate learning task, while 21 resorted to the repetition method. The effective elaboration strategy improved self-efficacy not only for the paired-associate learning task but also for the similar vocabulary word memory task. (Implications for classroom teaching are briefly discussed.) (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A