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
Open accessAbstract
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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“As a result of self-assessment, both self-regulation and achievement can increase (Schunk, 2003).”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Schunk, 2003
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Research works printed but not linked: 1
- Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578.
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Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569
Factors affecting students’ self-efficacy in higher education
van Dinther, M., Dochy, F., & Segers, M. (2011) · Educational Research Review · doi:10.1016/j.edurev.2010.10.003 · Cited by 967
Promoting Learning and Achievement Through Self-Assessment
Andrade, H., & Valtcheva, A. (2009) · Theory Into Practice · doi:10.1080/00405840802577544 · Cited by 558
Guthrie, J. T., McRae, A., & Klauda, S. L. (2007) · Educational Psychologist · doi:10.1080/00461520701621087 · Cited by 475
The Handbook of Behavior Change
Hagger, M. S., Cameron, L. D., Hamilton, K., Hankonen, N. E., & Lintunen, T. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108677318 · Cited by 446
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
- 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
- green
- libres.uncg.edu
- 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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