Literaturnachweis - Detailanzeige
Autor/in | Schunk, Dale H. |
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Titel | Self-Efficacy and Cognitive Achievement: Implications for Students with Learning Problems. |
Quelle | In: Journal of Learning Disabilities, 22 (1989) 1, S.14-22Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Stellungnahme; Educational Psychology; Elementary Secondary Education; Learning Disabilities; Models; Self Concept; Self Efficacy; Student Motivation; Theories; Time on Task |
Abstract | A model of achievement applicable to learning disabled students is presented which comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Research is summarized on effects of social and instructional variables on self-efficacy and achievement behaviors. Self-efficacy appeared to predict student motivation and learning. (Author/DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |