Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 1995 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In Schunk's (1981) long-division experiment, cognitive modeling and didactic instruction raised self-efficacy equally, but modeling produced greater skill gains and more accurate efficacy judgments. → Schunk 1995

Evidence¶

Schunk 1995¶

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. http://www.taylorandfrancis.com/

q3 · i? · review · r2

Experiment with low-achieving children in a long-division instructional program comparing cognitive modeling with didactic instruction; skill, persistence, and self-efficacy were assessed before and after instruction. Didactic subjects "tended to overestimate what they could do."

"Cognitive modeling and didactic instruction raised self-efficacy equally well; however, modeling led to greater gains in division skill and to more accurate perceptions of capabilities"

Discussion¶

Related Claims¶

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