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ERIC Number: EJ907587
Record Type: Journal
Publication Date: 2009-Nov
Pages: 9
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0034-5237
Can Contrived Success Affect Self-Efficacy among Junior High School Students?
Mori, Kazuo; Uchida, Akitoshi
Research in Education, v82 n1 p60-68 Nov 2009
Twenty-four junior high school students with academic achievement in the 26-50 percentiles were given easier anagram tasks while their 183 classmates were given more difficult ones by means of a presentation trick using polarizing filters. The two series of anagram tasks were projected simultaneously on the same screen, but each of two groups of students with polarizing sunglasses observed only one series, unaware of the other series. The target students given easier tasks performed significantly better than their classmates who served as the control group. Although it was contrived, the successful performance and subsequent social approval in class significantly promoted their self-efficacy for the anagram tasks. The elevated self-efficacy persisted as long as one year after the anagram task success. (Contains 1 figure.)
Manchester University Press. Oxford Road, Manchester M13 9NR, UK. Tel: +44-161-275-2310; Fax: +44-161-274-3346; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A