According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of…

Article critically reviews the research literature on peer modeling among children as a function of model attributes. Conditions under which perceived similarity causes behavioral change are discussed. (RB)

This paper reviews the social origins of students' development of self-regulatory skill, with special emphasis on observational learning through peer modeling. A social cognitive perspective on self-regulation is presented. In this view students' academic competence develops initially from social sources of academic skills and subsequently shifts…

This article discusses the idea that overt verbalization helps to develop children's self-regulated learning of cognitive skills. It points out that (1) verbalization can enhance children's attention to task-relevant features; (2) as a type of rehearsal, verbalization may improve coding, storage, and retention of material, and thereby facilitate…

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)

This experiment investigated self-modeling among 60 children, enrolled in grades 3 and 4, during cognitive skill learning. Children received training on addition and subtraction of fractions. Subjects in one condition (mastery self-model) were videotaped while successfully solving problems and viewed their tapes. Children in the progress…

Social comparison is an important influence on motivation, capability self-evaluations (self-efficacy), and skillful performance. In addition, social comparative information provides a standard against which students can judge their present performance level. Students may experience an initial sense of self-efficacy in attaining a given standard;…

The purpose of this study was to test several hypotheses from self-efficacy theory in the area of children's arithmetic achievement. Fifty-six elementary school children showing low arithmetic achievement were assigned to one of four treatment groups of 12 subjects each (modeling-attribution, modeling-no attribution, didactic-attribution,…

Two experiments investigate how attributes of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. Children in the single-coping-model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance,…

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)

Examined were the ways peer models affect children's self-efficacy in a cognitive learning context and whether the effects of models vary depending on the sex of the subjects. Subjects were 72 fourth and fifth grade students low in subtraction skills. During pretests subjects indicated the extent to which they thought ability, effort, task…

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…