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)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Journal of Educational Psychology, 81, 431-434.
Language: English
Date: 1989
Children, Theory of learning, Peer influence, Peer pressure, Students, Education

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