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Peer reviewedSchunk, Dale H. – Journal of Educational Psychology, 1981
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)
Descriptors: Academic Achievement, Attribution Theory, Elementary School Mathematics, Intermediate Grades
