Peer models raised self-efficacy and skill better than teacher models, but model-competence findings conflict across studies¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2–q3
Currency · newest study 1995 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Schunk and Hanson (1985), as reviewed by Schunk (1995), found peer models increased self-efficacy for learning, posttest self-efficacy, and skill better than a teacher model or no model. → Schunk 1995 q3 i? Lirgg and Feltz (1991) found skilled adult or peer models both outperformed controls, conflicting with the peer-model advantage. → 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/

q2 · narrative review · i? · review · r2

Narrative review summarizing the Schunk and Hanson (1985) experiment, in which low-achieving children observed videotaped peer mastery, peer coping, or adult teacher models during subtraction instruction; Schunk (1995) reports that experiment and did not run it. All model conditions showed higher motivation than no-model subjects; mastery and coping conditions did not differ.

"Peer models increased self-efficacy for learning and posttest self-efficacy and skill better than the teacher model or no model; teacher-model children outperformed no-model students."

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

Lirgg and Feltz exposed sixth-grade girls to skilled or unskilled teacher or peer videotaped models of a ladder-climbing task; controls observed no model and performed more poorly. The review notes this conflicts with Schunk and Hanson's peer-model advantage.

"children who viewed a skilled model (adult or peer) performed better than those who observed an unskilled model. Skilled-model subjects also judged self-efficacy higher."

Discussion¶

Related Claims¶

• Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects — related
• Coping versus mastery model benefits depend on task difficulty and observers' prior success — 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