Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Dale H. Schunk, Dean (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: 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, which postulates that achievement depends on interactions between behaviors, personal factors, and environmental conditions. Self-efficacy affects choice of tasks, effort, persistence, and achievement. Sources of self-efficacy information include personal accomplishments, vicarious experiences, social persuasion, and physiological indicators. At the outset of learning activities, students have goals and a sense of self-efficacy for attaining them. Self-evaluations of learning progress sustain self-efficacy and motivation. Research on academic learning is summarized, showing how modeling, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Suggestions for applying these ideas to teaching are provided.
Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation
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Created on 2/23/2011
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Additional Information
- Publication
- Reading and Writing Quarterly, 19, 159-172.
- Language: English
- Date: 2003
- Keywords
- Self-efficacy, Reading and writing, Writing instruction, Self-motivation, Students, Self-motivated learning