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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
