Peer-model attributes and children's achievement behaviors.

Schunk, Dale H.; Hanson, Antoinette R.; Cox, Paula D.

doi:10.1037//0022-0663.79.1.54

Journal of Educational Psychology

1987

DOI: 10.1037//0022-0663.79.1.54

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Peer-model attributes and children's achievement behaviors.

Dale H. Schunk¹,

Antoinette R. Hanson²,

Paula D. Cox³

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Cited by 11 publications

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Teen Internet Use: Relating Social Perceptions and Cognitive Models to Behavior

Eastin

2005

CyberPsychology & Behavior

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In order to provide Internet researchers with a better understanding of how and why individuals adopt some online behaviors and not others, this study targets teenage Internet users to examine the relationships among social influence and self-regulatory models as mechanisms to the behavior of Internet use. Information, entertainment, and social online activities are presented as three distinct uses of the Internet so corresponding behavioral models of adoption could be tested. Results from 173 high school students indicate that direct and vicarious social perceptions significantly influence self-regulation, which subsequently has an effect on use. Using path analyses to test the direct and indirect theoretical relationships among these constructs, the data indicates that while clearly fitting two of the three models tested, three unique processes to adoption are evident.

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Teen Internet Use: Relating Social Perceptions and Cognitive Models to Behavior

Eastin

2005

CyberPsychology & Behavior

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Measuring Self-Efficacy: Multitrait-Multimethod Comparison of Scaling Procedures

Bong¹,

Hocevar²

2002

Applied Measurement in Education

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Convergent and discriminant validity of various self-efficacy measures was examined across two studies. In Study 1, U.S. high school students (n=358) rated their self-efficacy in 6 school subjects with reference to specific problems or general self-efficacy statements on the Motivated Strategies for Learning Questionnaire (MSLQ) (P. Pintrich and E. De Groot, 1990). In Study 2, Korean female high school students (n=235) judged their perceived efficacy with reference to specific problems, specific task descriptions, and MSLQ statements in 3 school subjects. Across both studies, the first-order confirmatory factor analyses provide support for both convergent validity of different self-efficacy responses and discriminant validity of perceived self-efficacy across different subject areas. The second-order confirmatory factor analyses confirmed the discriminant validity of self-efficacy beliefs. Substantial method effects were also observed. The problem-and task-referencing methods correlated with each other to a greater extent than they did with the MSLQ self-efficacy scale. (Contains 1 figure, 6 tables, and 45 references.

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The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children

Anderson¹,

Nguyen-Jahiel²,

McNurlen³

et al. 2001

Cognition and Instruction

218

144

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Peer-model attributes and children's achievement behaviors.

Cited by 11 publications

References 0 publications

Teen Internet Use: Relating Social Perceptions and Cognitive Models to Behavior

Teen Internet Use: Relating Social Perceptions and Cognitive Models to Behavior

Measuring Self-Efficacy: Multitrait-Multimethod Comparison of Scaling Procedures

The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children

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