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

The DOI matches its Crossref record; 32 of the 33 references it cites were found in a registry or an index.

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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Research works printed but not linked: 2

  1. Bandura, A. Social learning perspective on behavior change. In A. Burton (Ed.), What makes behavior change possible? New York: Brunner/Mazel, 1976.
  2. Bandura, A. The self' and mechanisms of agency. In J. Suls (Ed.), Social psychological perspectives on the self Hillsdale, N.J.: Erlbaum, in press.

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Metadata

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
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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