Modeling and attributional effects on children's achievement: A self-efficacy analysis.
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Children showing low arithmetic achievement received either modeling of division operations or didactic instruction, followed by a practice period. During practice, half of the children in each instructional treatment received effort attribution for success and difficulty. Both instructional treatments enhanced division persistence, accuracy, and perceived efficacy, but cognitive modeling produced greater gains in accuracy. In the context of competency development, effort attribution had no significant effect either on perceived efficacy or on arithmetic performance. Perceived efficacy was an accurate predictor of arithmetic performance across levels of task difficulty and modes of treatment. The treatment combining modeling with effort attribution produced the highest congruence between efficacy judgment and performance.
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Self-percepts of efficacy can affect people's choice of activities, how much effort they expend, and how long they will persist in the face of difficulties.
“Self-percepts of efficacy can affect people's choice of activities, how much effort they expend, and how long they will persist in the face of difficulties (Bandura, 1977a;Brown & Inouye, 1978;Schunk, 1981).”
From Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. (1981) · cites this paper as Schunk, 1981
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Wigfield, A., & Eccles, J. S. (1989) · Educational Psychologist · doi:10.1207/s15326985ep2402_3 · Cited by 220 · see citing works
Hsieh, P.-H. P., & Schallert, D. L. (2008) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.01.003 · Cited by 223 · see citing works
Sequential attributional feedback and children's achievement behaviors.
Schunk, D. H. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.6.1159 · Cited by 219 · see citing works
Self-citationHodges, C. B. (2008) · Performance Improvement Quarterly · doi:10.1002/piq.20001 · Cited by 216 · see citing works
Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children
Schunk, D. H. (1985) · The Journal of Special Education · doi:10.1177/002246698501900307 · Cited by 215 · see citing works
Self-citationSchunk, D. H. (1983) · Contemporary Educational Psychology · doi:10.1016/0361-476x(83)90036-x · Cited by 212 · see citing works
Self-citationMcCoach, D. B., & Siegle, D. (2003) · Educational and Psychological Measurement · doi:10.1177/0013164403063003005 · Cited by 207 · see citing works
High School Accountability: The Role of Perceived Collective Efficacy
Goddard, R. D., LoGerfo, L. F., & Hoy, W. K. (2004) · Educational Policy · doi:10.1177/0895904804265066 · Cited by 205 · see citing works
Meng, Q., & Zhang, Q. (2023) · Sustainability · doi:10.3390/su15075767 · Cited by 291 · see citing works
- Authors
- Schunk, D. H.
- Affiliations
- University of Houston (US)
- Corresponding author
- Schunk, Dale H.
- ORCID
- Schunk, Dale H.
- Venue
- Journal of Educational Psychology
- Published
- 1981-02
- Volume
- 73
- Issue
- 1
- Pages
- 93-105
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1993955037
- Cited by
- 781
- References
- 33
- Citations by year
- 2026: 8 · 2025: 10 · 2024: 9 · 2023: 12 · 2022: 17 · 2021: 23 · 2020: 29 · 2019: 28 · 2018: 21 · 2017: 29 · 2016: 20 · 2015: 26 · 2014: 33 · 2013: 34 · 2012: 38
- FWCI
- 21.34
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- Journal of Educational Psychology (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- self-efficacy, effort attribution, cognitive modeling, arithmetic performance, division operation, children's mathematics learning, perceived efficacy, task difficulty, learning persistence, didactic teaching
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