Literaturnachweis - Detailanzeige
Autor/in | Schunk, Dale H. |
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Titel | Modeling and Attributional Effects on Children's Achievement: A Self-Efficacy Analysis. |
Quelle | In: Journal of Educational Psychology, 73 (1981) 1, S.93-105Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Academic Achievement; Attribution Theory; Elementary School Mathematics; Intermediate Grades; Modeling (Psychology); Pretests Posttests; Problem Solving; Skill Development; Teaching Methods; Metropolitan Achievement Tests |
Abstract | Hypotheses from self-efficacy theory in the area of children's arithmetic achievement were tested. It was hypothesized that compared with didactic instruction, cognitive modeling would result in higher arithmetic achievement, self-efficacy, and accuracy of self-appraisal. (Author/GK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |