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Peer reviewedSchunk, Dale H.; Hanson, Antoinette R. – Journal of Educational Psychology, 1989
Self-modeling was studied in three experiments with a total of 148 elementary school children who had experienced difficulties in arithmetic. Observing self-model videotapes raised achievement outcome as well as viewing peer models. Self-model tapes showing skill acquisition were as effective as were tapes showing mastery. (SLD)
Descriptors: Academic Achievement, Arithmetic, Children, Cognitive Processes
