Self-efficacy and cognitive achievement: implications for students with learning problems.

D H Schunk

doi:10.1177/002221948902200103

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Self-efficacy and cognitive achievement: implications for students with learning problems.

D H Schunk

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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.

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Achievement Child Cues Feedback Humans Learning Disabilities Models, Psychological Self Concept Journal Article Review

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D H Schunk. 1989. Self-efficacy and cognitive achievement: implications for students with learning problems.. https://doi.org/10.1177/002221948902200103

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