This study explored how social comparative information and specific, proximal goals influence children's skillful performance and percepts of self-efficacy in the context of arithmetic competency development. A total of 40 fourth and fifth graders, identified as low-achieving in arithmetic, received instruction in division along with practice…

This experiment was designed to (1) test the effectiveness of proximal goals in promoting performance, developing self-efficacy, and fostering interest in activities, and (2) investigate the relationship between self-efficacy and interest. The focus of the study was children's mastery of arithmetic operations in which they had displayed low…

In the social learning perspective the anticipation of rewarding consequences serves as one source of motivation. A second results from the perception of a negative discrepancy between present capabilities and desired performance. To foster motlvation it is necessary that persons accurately appraise their capabilities. Techniques for fostering…

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,…

Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to high self-efficacy across grades and promoted performance among third and fourth graders.…

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)