Modeled Importance of Learning Strategies and Children's Achievement Behaviors.

Autor/inn/en	Schunk, Dale H.; Gunn, Trisha Phelps
Titel	Modeled Importance of Learning Strategies and Children's Achievement Behaviors.
Quelle	(1984), (26 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Cognitive Development; Cognitive Restructuring; Division; Intermediate Grades; Learning Strategies; Mathematics Skills; Modeling (Psychology); Preadolescents; Self Esteem; Skill Development; Student Motivation; Task Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Kognitive Entwicklung; Mittelstufe; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Modeling; Modelling; Modellierung; Pre-adolescence; Präadoleszenz; Self-esteem; Selbstaufmerksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Schulische Motivation; Aufgabenanalyse
Abstract	This experiment explored how incorporating the importance of task strategy use and positive achievement beliefs into cognitive modeling affected self-efficacy and skill acquisition. Students deficient in division skills received cognitive modeling of division solution strategies and practice opportunities. For one group of students the cognitive modeling stressed the importance of using task strategies, for a second group it emphasized the importance of positive achievement beliefs, students in a third condition received modeled importance of both task strategy use and positive achievement beliefs, and those in a fourth condition received cognitive modeling alone. Modeling the importance of using task strategies enhanced students' motivation and skill development, but modeling the importance of both task strategies and achievement beliefs led to the highest self-efficacy. Implications for teaching are discussed. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01