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Schunk, Dale H. – Journal of Learning Disabilities, 1989
A model of achievement applicable to learning disabled students is presented which comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Research is summarized on effects of social and instructional variables on self-efficacy and achievement behaviors. Self-efficacy appeared to predict student…
Descriptors: Educational Psychology, Elementary Secondary Education, Learning Disabilities, Models