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

Additional Information

Journal of Learning Disabilities, 22, 14-22.
Language: English
Date: 1989
Self-efficacy, Cognition, Psychology of education, Self-directed education, Achievement, Student motivation, Students with learning disabilities

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