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Cited by 876Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsReading and Literacy Development

The DOI matches its Crossref record; 42 of the 42 references it cites were found in a registry or an index.

SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION

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Schunk, Dale H.·2003·Reading & Writing Quarterly
DOI 10.1080/10573560308219
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Abstract

Perceived self-efficacy, or students' personal beliefs about their capabilities to learn or perform behaviors at designated levels, plays an important role in their motivation and learning. Self-efficacy is a key mechanism in social cognitive theory, which postulates that achievement depends on interactions between behaviors, personal factors, and environmental conditions. Self-efficacy affects choice of tasks, effort, persistence, and achievement. Sources of self-efficacy information include personal accomplishments, vicarious experiences, social persuasion, and physiological indicators. At the outset of learning activities, students have goals and a sense of self-efficacy for attaining them. Self-evaluations of learning progress sustain self-efficacy and motivation. Research on academic learning is summarized, showing how modeling, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Suggestions for applying these ideas to teaching are provided.

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  1. Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578.

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Metadata

Authors
Schunk, D. H.
Affiliations
University of North Carolina at Greensboro (US)
Corresponding author
Schunk, Dale H.
ORCID
Schunk, Dale H.
Venue
Reading & Writing Quarterly
Publisher
Informa UK Limited
Published
2003-04
Volume
19
Issue
2
Pages
159-172
ISSN
  • 1057-3569 (ISSN-L)
  • 1521-0693
DOI
10.1080/10573560308219
OpenAlex
W2173772081
Cited by
876
References
42
Citations by year
2026: 31 · 2025: 35 · 2024: 43 · 2023: 59 · 2022: 53 · 2021: 43 · 2020: 106 · 2019: 52 · 2018: 50 · 2017: 51 · 2016: 43 · 2015: 46 · 2014: 33 · 2013: 44 · 2012: 39
FWCI
11.48
Type
journal article
Language
en
Open access
Locations
  • Reading & Writing Quarterly (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 › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords
self-efficacy, reading, writing, modeling, goal setting, self-assessment, student motivation, social cognitive theory, academic learning

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