Coping versus mastery model benefits depend on task difficulty and observers' prior success¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr2·q3
Currency · newest study 1995 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? On a difficult fractions task, observing a coping model enhanced self-efficacy, motivation, and posttest outcomes more than a mastery model. → Schunk 1995
q3 i? Multiple models (coping or mastery) promoted achievement as well as a single coping model and better than a single mastery model. → Schunk 1995 (2)
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
Schunk, Hanson, and Cox used an arithmetic (fractions) task on which children had experienced few previous successes; the review reports coping-model benefits emerged with this more-difficult task.
"Observing a coping model enhanced self-efficacy for learning, motivation, and posttest self-efficacy and skill, more than did observing a mastery model."
Schunk 1995 (2)¶
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
Second study in the same fractions research program; children observing single models judged themselves more similar in competence to coping than mastery models, while multiple-model benefits were not due to perceived similarity.
"multiple models—coping or mastery—promoted achievement out-comes as well as a single coping model and better than a single mastery model."
Discussion¶
Related Claims¶
- No significant interaction between prior knowledge and task difficulty was observed in a worked-example algebra study — related
- Differential scaffold benefits were more salient for the more difficult learning concept — related
- Prior knowledge, worked-example type (full vs completion) and task difficulty show a significant three-way interaction on an algebra posttest, but not on self-reported cognitive load — related
- Peer models raised self-efficacy and skill better than teacher models, but model-competence findings conflict across studies — related
- Self-modeling raised self-efficacy for learning, motivation, and posttest skill among below-grade-level children — related
- Writing interventions had variable effects on writing self-efficacy and performance, with coping models outperforming mastery models and no-model controls in sentence-combining training — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
coping-versus-mastery-models-task-difficulty |
title |
Coping versus mastery model benefits depend on task difficulty and observers' prior success |
description |
Coping versus mastery model benefits depend on task difficulty and observers' prior success |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1995 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — schunk-1995, schunk-1995-2 |
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