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Dale H. Schunk

I am Dean of the School of Education at the University of North Carolina at Greensboro. The School of Education includes approximately 60 full-time faculty, 700 graduate students, 800 undergraduate students, and 16 professional and clerical staff. The School is organized into six academic departments and offers graduate, undergraduate, post-baccalaureate, and lateral entry programs.

There are 50 included publications by Dale H. Schunk :

TitleDateViewsBrief Description
Ability Versus Effort Attributional Feedback: Differential Effects on Self-Efficacy and Achievement 1983 3499 This experiment explored the effects of ability and effort attributional feedback given during subtraction competency development on children's perceived self-efficacy and achievement. Children who were deficient in subtraction skills received traini...
Coming to Terms with Motivation Constructs 2000 1987 The field of motivation is beset with a lack of clear definition of motivational constructs and specification of their operation within larger theoretical frameworks. These problems have implications for interpretation of research results and applica...
Commentary on self-regulation in school contexts 2005 700 Recent years have witnessed increasing academic self-regulation research. Researchers have compared good with poor self-regulators to determine key processes; examined the relations among self-regulation, motivation, and learning; explored the develo...
Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation 1981 4354 The present experiment tested the hypothesis that self-motivation through proximal goal setting serves as an effective mechanism for cultivating competencies, self-percepts of efficacy, and intrinsic interest. Children who exhibited gross deficits an...
Developing Children's Self-Efficacy and Skills: The Roles of Social Comparative Information and Goal Setting 1983 2205 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 was explored. Low-achieving children in arithmetic received in...
An Educational Psychologist's Perspective on Cognitive Neuroscience 1998 1379 Byrnes and Fox present a thoughtful article on a neglected but important topic for educational psychologists. Some major contributions are their emphasis on the need for consistency in educational theory and neuroscience research, the lack of automat...
Effects of Effort Attributional Feedback on Children's Perceived Self-Efficacy and Achievement 1982 2171 This experiment tested the hypothesis that effort attributional feedback concerning past accomplishments promotes percepts of self-efficacy and mathematical achievement. Children who lacked subtraction skills received didactic training in subtraction...
Enhancing Comprehension Skill and Self-Efficacy with Strategy Value Information. 1987 1179 Two experiments investigated how providing remedial readers with information that strategy use improves performance influenced their self-efficacy and comprehension skill. In both studies, children were given training on finding main ideas, Children ...
Enhancing Self-Efficacy and Achievement Through Rewards and Goals: Motivational and Informational Effects 1984 2581 This experiment compared the effects of performance-contingent rewards and proximal goals on children's task motivation, self-efficacy, and skillful performance. Children deficient in division skills received division instruction and solved problems....
Extended Attributional Feedback: Sequence Effects During Remedial Reading Instruction 1986 666 This experiment investigated how the sequence of ability and effort attributional feedback over an extended period influences children's reading comprehension, attributions, and self-efficacy. Children with comprehension deficiencies participated in ...
Goal and Self-Evaluative Influences During Children's Cognitive Skill Learning 1996 3141 Two studies investigated how goals and self-evaluation affect motivation and achievement outcomes. In both studies, fourth-grade students received instruction and practice on fractions over sessions. Students worked under conditions involving either ...
Goal Setting and Self-Efficacy During Self-Regulated Learning 1990 13708 This article focuses on the self-regulated learning processes of goal setting and perceived self-efficacy. Students enter learning activities with goals and self-efficacy for goal attainment. As learners work on tasks, they observe their own performa...
Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement 1993 8270 Two experiments investigated how goal setting and progress feedback affect self-efficacy and writing achievement. Children received writing strategy instruction and were given a process goal of learning the strategy, a product goal of writing paragra...
Implicit Theories and Achievement Behavior 1995 516 It is a pleasure to comment on Dweck, Chiu, and Hong's target article. Like so many of Dweck's earlier works, this article makes a substantive contribution to the psychological literature on the role of self-perceptions in behavior. The article summa...
Influence of Peer-Model Attributes on Children’s Beliefs and Learning 1989 831 Schunk, Hanson, and Cox (1987) investigated the effects of peer-model attributes on children's self-efficacy (i.e., perceived capabilities) and skill. Children enrolled in below-grade-level classes for mathematics instruction observed either one or t...
Influencing children’s self-efficacy and self-regulation of reading and writing through modeling 2007 7417 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...
Inherent Details of Self-Regulated Learning Include Student Perceptions 1995 1027 Winne' s (1995) thoughtful and proactive article stressed the role of metacognitive processes in self-regulated learning. Although metacognition and forms of knowledge are important, they provide an incomplete picture of the processes involved in sel...
Introduction to the Special Section on Motivation and Efficacy 1990 2058 This special section comprises nine articles addressing the operation of motivation and efficacy in educational contexts. In this article, I will use motivation to refer to the process whereby goal-directed behavior is instigated and sustained...
Learning Goals and Children's Reading Comprehension 1989 1093 This experiment investigated the effects of goal setting on children's self-efficacy and reading comprehension. Remedial readers participated in a comprehension strategy instructional program on finding main ideas. Some subjects received a product go...
Learning Goals and Progress Feedback During Reading Comprehension Instruction 1991 1437 This experiment investigated the effects of goals and goal progress feedback on reading comprehension self-efficacy and skill. Remedial readers received comprehension strategy instruction on finding main ideas, Some subjects were provided a product g...
Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations 2008 4625 Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear d...
Modeled Importance of Task Strategies and Achievement Beliefs: Effect on Self-Efficacy and Skill Development 1985 996 This experiment explored how modeling the importance of task strategy use and positive achievement beliefs affected self-efficacy and skill acquisition. Students deficient in division skills participated in a training program that included instructio...
Modeling and Attributional Effects on Children's Achievement: A Self-Efficacy Analysis 1981 2794 Children showing low arithmetic achievement received either modeling of division operations or didactic instruction, followed by a practice period. During practice, half of the children in each instructional treatment received effort attribution for ...
Participation in Goal Setting: Effects on Self-Efficacy and Skills of Learning-Disabled Children 1985 2549 This experiment tested the hypothesis that participation in goal setting enhances self-efficacy and skills. Subjects were sixth-grade children who previously had been classified as learning disabled in mathematics. Children received subtraction train...
Peer Models : Influence on Children's Self-Efficacy and Achievement 1985 3561 According to Bandura (1977, 1981, 1982), psychological procedures change behavior in part by creating and strengthening perceived self-efficacy, which refers to judgments of one's performance capabilities in a given domain of activity. Self-efficacy ...
Peer Models and Children's Behavioral Change 1987 2282 This article critically reviews the research literature on peer modeling among children as a function of model attributes. Peer modeling is hypothesized to depend in part on perceived similarity between model and observer. Similarity serves as an imp...
Peer-Model Attributes and Children's Achievement Behaviors 1987 1213 In two experiments, we investigated how attributed of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. In Experiment 1, children (M = 10.6 years) observed either a sa...
Polite responses to polite requests 1980 2733 Indirect requests vary in politeness, for example, Can you tell me where Jordan Hall is? is more polite than Shouldn't you tell me where Jordan Hall is? By one theory, the more the literal meaning of a request implies personal benefits ...
Politeness in requests: A rejoinder to Kemper and Thissen 1981 461 In our study „Polite responses to polite requests?,1 we reported four experiments. In Experiment 1, people rated the politeness of 18 types of indirect requests, such as Could you tell me where Jordan Hall is? In Experiments 2, 3, a...
Progress Self-Monitoring: Effects on Children's Self-Efficacy and Achievement 1983 2382 This experiment investigated the effects of progress self-monitoring on children's achievement and percepts of self-efficacy in the context of mathematical competency development. Children lacking subtraction skills received didactic instruction in s...
Reward Contingencies and the Development of Children's Skills and Self-Efficacy 1983 1218 This experiment tested the hypothesis that rewards offered for performance attainments during competency development promote children's arithmetic skills and percepts of self-efficacy. Children received didactic instruction in division operations and...
Self-Efficacy and Academic Motivation 1991 40346 Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (...
Self-Efficacy and Achievement Behaviors 1989 4180 In this article self-efficacy research is reviewed in domains relevant to education. Research addressing cognitive skills, social skills, motor skills, and career choices has shown that self-efficacy is an important construct that helps to explain st...
Self-Efficacy and Classroom Learning 1985 10523 This article discusses the role of perceived self-efficacy during classroom learning of cognitive skills. Self-efficacy refers to personal judgments of performance capabilities in a given domain of activity. Students enter classroom activities with v...
Self-Efficacy and Cognitive Achievement: Implications for Students with Learning Problems 1989 2150 This article presents a self-efficacy model of achievement that comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Students' sense of self-efficacy for learning is influenced as they work on tas...
Self-Efficacy and Skill Development: Influence of Task Strategies and Attributions 1986 1883 This study determined how task strategies and attributions for success during mathematics learning influenced children's self-efficacy and skills. Children who lacked division skills received training and practiced solving problems. Children's use of...
Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation 2003 8582 Perceived self-efficacy, or students’ personal beliefs about their capabilities to learn or perform behaviors at designated levels, plays an important role in their motivation and learning. Self-efficacy is a key mechanism in social cognitive theory,...
Self-Efficacy Perspective On Achievement Behavior 1984 4641 This article examines the idea that perceived self-efficacy is an important variable in understanding achievement behavior. Self-efficacy refers to personal judgments of one's capability to organize and implement behaviors in specific situations. Stu...
Self-Efficacy, Motivation, and Performance 1995 13746 This article discusses the relation of self-efficacy to motivation and performance in cognitive and sport domains, Self-efficacy refers to one's beliefs about accomplishing a task and can influence choice of activities, effort, persistence, and achie...
Self-Modeling and Children's Cognitive Skill Learning 1989 1282 Bandura (1982, 1986) contended that psychological procedures change behavior in part by creating and strengthening perceived self-efficacy, or personal beliefs about one's performance capabilities in a given domain. Self-efficacy influences choice of...
Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich 2005 9125 Paul R. Pintrich was a leading figure in the field of self-regulated learning. This article discusses some of Paul’s major contributions: (a) formulating a conceptual framework for studying self-regulated learning comprising phases (forethought, plan...
Self-Regulatory Processes During Computer Skill Acquisition : Goal and Self-Evaluative Influences 1999 1427 In the studies reported in this article we examined the influence of learning goals and self-evaluation on college students' achievement outcomes during computer skill learning. Our conceptual focus was social cognitive theory, which postulates a cri...
Sequential Attributional Feedback and Children's Achievement Behaviors 1984 1118 Two experiments investigated how the sequence of attributional feedback influences children's motivation, attributions, self-efficacy, and skillful performance. Children lacking subtraction skills received training and solved problems over four sessi...
Sex Differences in Self-Efficacy and Attributions: Influence of Performance Feedback 1984 1816 This study explored the hypothesis that explicit performance feedback would moderate sex differences in performance expectations (self-efficacy) and attributions. Within this context, this study investigated whether achievement cognitions differed as...
Social Origins of Self-Regulatory Competence 1997 5509 This article reviews the social origins of students' development of self-regulatory skill with special emphasis on observational learning through modeling. A social cognitive perspective on self-regulation is presented. In this view, students' academ...
Social-self interaction and achievement behavior 1999 994 This article describes a dynamic model of achievement in which social influences are internalized and used self-regulatively by learners. The conceptual focus is social cognitive theory with emphasis on triadic reciprocality and phases of self-regula...
Strategy Fading and Progress Feedback: Effects on Self-Efficacy and Comprehension Among Students Receiving Remedial Reading Services 1993 1594 This experiment investigated the effects of strategy verbalization with fading and strategy value feedback on children's achievement outcomes. Children with reading-skill deficiencies received instruction on locating main ideas. Children were taught ...
Strategy Self-Verbalization During Remedial Listening Comprehension Instruction 1984 2054 This experiment investigated the effects of strategy self-verbalization on children's self-efficacy and listening comprehension. Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half ...
Strategy Training and Attributional Feedback With Learning Disabled Students 1986 1748 According to Bandura (1982a, 1982b), psychological procedures change behavior in part by creating and strengthening self-efficacy , or one's perceived performance capabilities in a given activity. Self-efficacy is hypothesized to influence choice of ...
Verbalization and Children's Self-Regulated Learning 1986 2618 This article discusses the idea that overt verbalization helps to develop children's self-regulated learning of cognitive skills. Verbalization can enhance children's attention to task-relevant features. As a type of rehearsal, verbalization may impr...