Peer models: Influence on children's self-efficacy and achievement.

Schunk, Dale H.; Hanson, Antoinette R.

doi:10.1037/0022-0663.77.3.313

Cited by 358 publications

(284 citation statements)

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“…For example, Schunk and colleagues found that perceived self-efficacy for learning correlates positively with students' rate of solution of arithmetic problems (Schunk & Hanson, 1985;Schunk, Hanson, & Cox, 1987). Salomon (1984) has found that self-efficacy is positively related to self-rated mental effort and achievement during students' learning from text material that was perceived as difficult.…”

Section: Role Of Self-efficacy In Academic Motivationmentioning

confidence: 99%

Self-Efficacy: An Essential Motive to Learn

Zimmerman

2000

Contemporary Educational Psychology

2,769

1,657

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During the past two decades, self-efficacy has emerged as a highly effective predictor of students' motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control. Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students' activity choices, effort, persistence, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement. © 2000 Academic PressEducators have long recognized that students' beliefs about their academic capabilities play an essential role in their motivation to achieve, but selfconceptions regarding academic performance initially proved difficult to measure in a scientifically valid way. Initial efforts to study students' selfbeliefs gave little attention to the role of environmental influences, such as specific features of performance contexts or domains of academic functioning. In the late 1970s, a number of researchers began to assess self-beliefs in a more task-specific way, and one of the most important of these efforts focused on self-efficacy. In 1977(a) Bandura proposed a theory of the origins, mediating mechanisms, and diverse effects of beliefs of personal efficacy, and he provided guidelines for measurement of self-efficacy beliefs for different domains of functioning. In the present article, I define self-efficacy and distinguish it from related conceptions in the literature, describe its role in academic motivation and learning (with special attention to students' capabilities to regulate their own learning activities), and discuss its susceptibility to instruction and other social-cultural influences. Because of space limitations, I cite only key studies and do not consider other issues such as theoreti-I express my gratitude to Frank Pajares and Manuel Martinez-Pons for their helpful comments on an earlier draft of this article.Address correspondence and reprint requests to Barry

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Section: Role Of Self-efficacy In Academic Motivationmentioning

confidence: 99%

Self-Efficacy: An Essential Motive to Learn

Zimmerman

2000

Contemporary Educational Psychology

2,769

1,657

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“…Interesting from the perspective of the goal of our study, is that modeling examples have not only been used for teaching problemsolving skills (e.g., Schunk, 1981;Schunk & Hanson, 1985;McLaren et al, 2008) but also for improving self-regulatory skills, for example in trying to improve dart-throwing skills (Kitsantas, Zimmerman, & Cleary, 2000) or writing skills (Zimmerman & Kitsantas, 2002). In the study by Kitsantas et al, for example, students were shown either coping models (models who initially made many mistakes but gradually eliminated them) or mastery models (models who showed flawless performance from the start).…”

Section: Methodsmentioning

confidence: 99%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

217

201

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a b s t r a c tFor self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N ¼ 80) acquisition of selfassessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students' (N ¼ 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in selfregulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.

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“…Models of the same age and sex as children and whom children view as similar in competence may teach children skills and promote their self-efficacy for learning those skills. Schunk and Hanson (1985) found that children who observed a same-sex peer (student) model solve subtraction problems developed higher self-efficacy for learning to subtract than did children who observed a teacher model solve the same problems. …”

mentioning

confidence: 99%

“…The Schunk and Hanson (1985) subjects observed either a peer mastery or coping model solving subtraction problems that involved regrouping; type of modeled behavior did not, however, differentially affect children's self-efficacy, skillful performance, or perceptions of similarity in competence to the model. Although these subjects' prior successes in subtraction were limited to problems without regrouping, children may have drawn on these experiences and concluded that if the peer model could learn, they could as well.…”

mentioning

confidence: 99%

Peer-model attributes and children's achievement behaviors.

Schunk¹,

Hanson²,

Cox³

1987

Journal of Educational Psychology

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272

165

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Abstract:In two experiments, we investigated how attributed of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. In Experiment 1, children (M = 10.6 years) observed either a same-or opposite-sex peer model demonstrating rapid (mastery model) or gradual (coping model) acquisition of fraction skills. Observing a coping model led to higher self-efficacy, skill, and training performance. In Experiment 2, children (M = 10.9 years) observed either one or three same-sex peer models demonstrating mastery or coping behaviors while solving fractions. Children in the single-coping model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance, compared with subjects who observed a single mastery model. In both studies, children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models. Article:Perceived self-efficacy, or personal beliefs about one's capabilities to organize and implement actions necessary for attaining designated levels of performance, is hypothesized to be an important mechanism mediating behavior change (Bandura, 1982(Bandura, , 1986. Self-efficacy can affect one's choice of activities, effort expenditure, persistence, and achievement. Individuals acquire information about their self-efficacy through their actual performances, vicarious (observational) experiences, forms of persuasion (e.g., -You can do this‖), and physiological indexes (sweating and heart rate).Modeled performances constitute an important source of information about one's self-efficacy (Bandura, 1986). Individuals who observe similar others performing a task are apt to believe that they also can perform the task because modeling implicitly conveys to observers that they possess the necessary capabilities for succeeding (Berger, 1977). This sense of efficacy is substantiated later when observers succeed at the task (Schunk, 1985). Observers' self-efficacy judgments depend in part on perceptions of similarity in competence to the model and on the outcome (e.g., success or failure) of the model's actions (Brown & Inouye, 1978 ;Zimmerman & Ringle, 1981).The preceding considerations suggest that although adults can serve as powerful models for transmitting behaviors to children, behaviors that are constrained by ability may be more susceptible to peer influence (Davidson & Smith, 1982). Schoolchildren learn skills by observing their adult teachers, but observation of peer models may better enhance children's self-efficacy. In particular, an adult teacher's flawlessly modeling cognitive skills may not promote high self-efficacy in children who have encountered previous difficulties with the subject matter and who are likely to view the teacher as superior in competence. Models of the same age and sex as children and whom children view as similar in competence may teach children skills and promote their self-efficacy f...

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Peer models: Influence on children's self-efficacy and achievement.

Cited by 358 publications

References 30 publications

Self-Efficacy: An Essential Motive to Learn

Self-Efficacy: An Essential Motive to Learn

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Peer-model attributes and children's achievement behaviors.

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