Self-modeling raised self-efficacy for learning, motivation, and posttest skill among below-grade-level children¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 1995 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Viewing videotapes of one's own successful problem solving produced higher self-efficacy for learning, motivation, and posttest self-efficacy and skill than being taped but not shown, or not taped. → 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 during acquisition of fraction skills with children working on below-grade-level material; conditions compared self-modeling, taping without viewing, and no taping. Mastery and progress self-model tapes did not differ.
"Self-modeling benefits were obtained as these children scored higher on self-efficacy for learning, motivation, and post-test self-efficacy and skill, than did children in the other two conditions."
Discussion¶
Related Claims¶
- Peer models raised self-efficacy and skill better than teacher models, but model-competence findings conflict across studies — related
- Coping versus mastery model benefits depend on task difficulty and observers' prior success — related
- Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-modeling-raises-efficacy-and-skill |
title |
Self-modeling raised self-efficacy for learning, motivation, and posttest skill among below-grade-level children |
description |
Self-modeling raised self-efficacy for learning, motivation, and posttest skill among below-grade-level children |
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 |
1 — schunk-1995 |
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