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Schunk, Dale H.; Gunn, Trisha P. – Journal of Educational Research, 1986
This study investigated how task strategies and attributions for success during mathematics learning influenced children's self-efficacy and skills. Attribution of success to high ability exerted the strongest influence on increases in self-efficacy. Implications for teaching are discussed. (Author/MT)
Descriptors: Academic Achievement, Elementary Education, Elementary School Mathematics, Learning Strategies
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Schunk, Dale H.; Hanson, Antoinette R. – Journal of Educational Psychology, 1985
The influence on children's self-efficacy and achievement through observation of peer models learning cognitive skills was investigated. The effects of modeled mastery and coping behaviors were explored. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement. (Author/DWH)
Descriptors: Elementary Education, Learning Strategies, Mathematics Achievement, Peer Influence
Schunk, Dale H.; Gunn, Trisha P. – 1985
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…
Descriptors: Attribution Theory, Division, Educational Research, Elementary Education
Peer reviewed Peer reviewed
Schunk, Dale H. – Journal of Educational Psychology, 1983
This experiment explored the effects of ability and effort attributional feedback given during subtraction competency development on third-grade children's perceived self-efficacy and achievement. Children given ability feedback demonstrated the highest subtraction skill and self-efficacy; the effort and ability plus effort conditions did not…
Descriptors: Academic Ability, Academic Achievement, Attribution Theory, Feedback
Peer reviewed Peer reviewed
Schunk, Dale H. – Journal of Educational Psychology, 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
Peer reviewed Peer reviewed
Schunk, Dale H. – Journal of Educational Psychology, 1983
The present study provides evidence that offering performance-contingent rewards promotes children's task accomplishments, percepts of efficacy, and skill development. These findings are consistent with predictions from Bandura's theory of self-efficacy. (Author/PN)
Descriptors: Division, Elementary Education, Mastery Learning, Mathematics Instruction
Peer reviewed Peer reviewed
Schunk, Dale H. – Journal of Special Education, 1985
Sixth-graders learning disabled in mathematics (N=30) received subtraction training that included instruction and practice opportunities. Some children set proximal performance goals, others had comparable proximal goals assigned, and some received training without goals. Participation in goal setting led to the highest self-efficacy and…
Descriptors: Elementary Education, Goal Orientation, Learning Disabilities, Mathematics
Schunk, Dale H.; Hanson, Antoinette R. – 1985
This experiment investigated how children's self-efficacy and achievement were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. The subjects were 72 children aged 8 to 10 who had experienced difficulties learning subtraction with regrouping…
Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Mathematics Instruction
Peer reviewed Peer reviewed
Schunk, Dale H. – Journal of Experimental Education, 1982
This experiment investigated the effects of progress self-monitoring on children's achievement and percepts of self-efficacy in the context of mathematical competency development. Results showed that self- and external monitoring led to significantly higher percepts of efficacy, skill, and persistence compared with no monitoring. (Author/PN)
Descriptors: Academic Achievement, Comprehension, Elementary Education, Learning Processes
Peer reviewed Peer reviewed
Schunk, Dale H.; And Others – Journal of Educational Psychology, 1987
Two experiments investigate how attributes of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. Children in the single-coping-model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance,…
Descriptors: Attribution Theory, Coping, Correlation, Fractions
Schunk, Dale H. – 1995
This study explored the conditions under which learning goals might be more effective than performance goals in raising achievement outcomes. Following a pretest, 40 fourth-grade students received instruction and practice on fractions operations. Half of the students were provided with the goal of learning how to solve problems (learning goal);…
Descriptors: Grade 4, Intermediate Grades, Learning Processes, Mathematics Skills
Schunk, Dale H. – 1984
This experiment tested the hypothesis that the sequence of ability and effort attributional feedback influences children's attributions, self-efficacy, and skillful performance. Children deficient in subtraction skills received training on subtraction operations and solved problems over four sessions. During the problem solving, some children…
Descriptors: Academic Achievement, Attribution Theory, Elementary School Students, Feedback
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Schunk, Dale H.; Gunn, Trisha Phelps – 1984
This experiment explored how incorporating the importance of task strategy use and positive achievement beliefs into cognitive modeling affected self-efficacy and skill acquisition. Students deficient in division skills received cognitive modeling of division solution strategies and practice opportunities. For one group of students the cognitive…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Restructuring, Division
Schunk, Dale H. – 1981
This experiment tested the hypothesis that combining operational strategies with free verbalization facilitates development of competencies, percepts of self-efficacy, and interest in arithmetic activities. Children lacking division skills received treatments in which they either verbalized division strategies, verbalized freely, did both, or did…
Descriptors: Academic Achievement, Arithmetic, Basic Skills, Cognitive Development
Schunk, Dale H. – 1984
An experiment involving 30 sixth graders with learning disabilities in mathematics tested the hypothesis that participation in goal setting enhances achievement outcomes. Ss received subtraction training that included instruction and practice opportunities over several sessions. Some Ss set proximal performance goals each session, others had goals…
Descriptors: Goal Orientation, Intermediate Grades, Learning Disabilities, Mathematics
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