Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Close-at-hand proximal goals led to higher self-efficacy, motivation, and skillful performance compared with temporally distant goals. → Schunk 1996 q2 i? Ability attributional feedback for rapid or early learning enhanced self-efficacy and skillful performance more than effort feedback. → Schunk 1996 (2)

Evidence¶

Schunk 1996¶

Schunk, D. H. (1996). Self-Efficacy for Learning and Performance. https://eric.ed.gov/?id=ED394663

q2 · narrative review reporting earlier studies second-hand · i? · the article prints no effect size for this finding · review · r2

Empirical evidence section on task factors, citing the Bandura and Schunk (1981) fractions study. Proximal goals are hypothesized to convey clearer information to students concerning their learning progress.

"close-at-hand proximal goals lead to higher self-efficacy, motivation, and skillful performance, compared with temporally distant goals (Bandura & Schunk, 1981)"

Schunk 1996 (2)¶

Schunk, D. H. (1996). Self-Efficacy for Learning and Performance. https://eric.ed.gov/?id=ED394663

q2 · narrative review reporting earlier studies second-hand · i? · the article prints no effect size for this finding · review · r2

Empirical evidence section reporting Schunk (1984) on attributional feedback. The perception of lower initial effort required to learn can lead students to believe they are capable of further learning; for difficult tasks high initial effort is facilitative.

"Ability anributional feedback given for rapid or early learning enhances self-efficacy and skillful performance more than does effort feedback (Schunk, 1984)"

Studies bearing on this claim¶

Which instruction raises learners' self-efficacy: close goals, feedback on progress, guided practice? This table gathers the studies behind this claim and the 21 narrower claims that bear on it: 18 distinct studies (11 causal, 3 review, 2 qualitative, 2 design), q1–q3, 3 of 18 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Both entries come from one narrative review (Schunk 1996), which reports the findings of Bandura & Schunk (1981) on proximal goals and Schunk (1984) on attributional feedback; neither primary study has been read here, and the review prints no effect sizes. No recorded entry covers peer versus teacher models, so that part of the original title is untested on this page.

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Process goals lead to better skill acquisition for novices than outcome goals. — the general claim this finding bears on, with the studies behind it
• Learning goals and self-evaluation raise task orientation and lower ego orientation, and self-efficacy correlates positively with task orientation — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — a broader claim this one bears on
• Goal setting improves performance — related
• Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure — related
• Specific, difficult goals lead to higher performance than easy or vague \"do your best\" goals. — related
• Teacher self-efficacy is associated with student achievement and with implementing new practices — related
• Attributional feedback raises self-efficacy and performance, with ability versus effort feedback credibility depending on learners' capabilities and timing — related
• Proximal goals produced higher motivation, skill, self-efficacy, and intrinsic interest than distant or general goals — possibly the same claim (merge candidate)
• Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects — related
• Problem-based learning connecting coursework and practice is associated with stronger candidate skill development and self-efficacy — related
• An online PD program using unplugged explainable machine-learning activities increased K–12 educators' AI self-efficacy from below-moderate to above-moderate levels — a narrower finding that bears on this claim
• Prolonged reading failure leads students to attribute failure to fixed low ability and define reading as a failure situation — related
• Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy — related
• Playing REMind significantly increased children's perceived self-efficacy for defending peers — a narrower finding that bears on this claim