Cited by 781Education, Achievement, and GiftednessCognitive and developmental aspects of mathematical skillsMathematics Education and Pedagogy

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Modeling and attributional effects on children's achievement: A self-efficacy analysis.

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Schunk, Dale H.·1981·Journal of Educational Psychology

DOI 10.1037/0022-0663.73.1.93

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Abstract

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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Authors: Schunk, D. H.
Affiliations: University of Houston (US)
Corresponding author: Schunk, Dale H.
ORCID: Schunk, Dale H.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1981-02
Volume: 73
Issue: 1
Pages: 93-105
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.73.1.93
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 › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
Social Sciences › Education › 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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Modeling and attributional effects on children's achievement: A self-efficacy analysis.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

About these checks