Abstract
Undergraduate teacher education students were randomly assigned to observe two types of instruction and two types of attributional feedback concerning teaching a child how to find the main idea of a paragraph. Dependent measures were the students’ self-efficacy beliefs regarding teaching the skill and their predicted persistence in teaching the skill. Two (cognitive modeling vs. direct instruction) by two (self-efficacy vs. task-oriented statements) ANOVAs revealed significant effects for cognitive modeling related to increases in self-efficacy beliefs and persistence levels, and for task-oriented statements in raising persistence levels. Implications for research in self-efficacy theory are discussed.
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