Self-Efficacy and Cognitive Achievement: Implications for Students with Learning Problems
- 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: 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 tasks by cues that signal how well they are learning. Research is summarized on the effects of social and instructional variables on self-efficacy and achievement behaviors. Empirical evidence supports the idea that self-efficacy predicts student motivation and learning. Future research directions are provided, along with educational implications for students with learning problems.
Self-Efficacy and Cognitive Achievement: Implications for Students with Learning Problems
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Created on 2/23/2011
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Additional Information
- Publication
- Journal of Learning Disabilities, 22, 14-22.
- Language: English
- Date: 1989
- Keywords
- Self-efficacy, Cognition, Psychology of education, Self-directed education, Achievement, Student motivation, Students with learning disabilities