Influence of Peer-Model Attributes on Children’s Beliefs and Learning
- 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: 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 three same-sex peers demonstrating rapid (mastery model) or gradual (coping model) acquisition of fraction skills, after which they received instruction. Observing a single coping model, multiple coping models, or multiple mastery models led to higher self-efficacy for learning, more rapid problem-solving during the instructional sessions, and higher posttest self-efficacy and skill than did observing a single mastery model. Children who observed coping models (single or multiple) judged themselves similar in competence to the models; children who observed mastery-models judged themselves less competent than the models.
Influence of Peer-Model Attributes on Children’s Beliefs and Learning
PDF (Portable Document Format)
119 KB
Created on 2/24/2011
Views: 4378
Additional Information
- Publication
- Journal of Educational Psychology, 81, 431-434.
- Language: English
- Date: 1989
- Keywords
- Children, Theory of learning, Peer influence, Peer pressure, Students, Education