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.
Open accessAbstract
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 (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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Metadata
- 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 › 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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