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Self-efficacy and cognitive achievement: implications for students with learning problems.

D H Schunk

    Journal of Learning Disabilities
    |January 1, 1989
    PubMed
    Summary
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    This study introduces a self-efficacy model for academic achievement, highlighting how learning efficacy influences student engagement and performance. Evidence shows self-efficacy is key to predicting motivation and learning outcomes, especially for students facing learning challenges.

    Area of Science:

    • Educational Psychology
    • Cognitive Science

    Background:

    • Student achievement is influenced by various factors, including self-efficacy.
    • Understanding the role of self-efficacy in learning is crucial for educational interventions.

    Purpose of the Study:

    • To present a comprehensive self-efficacy model of achievement.
    • To examine the influence of efficacy cues and task engagement on learning.
    • To review social and instructional variables affecting self-efficacy and academic behaviors.

    Main Methods:

    • The article synthesizes existing research on self-efficacy and achievement.
    • It outlines a model incorporating entry characteristics, self-efficacy for learning, task engagement, and efficacy cues.
    • Empirical evidence supporting the model's components is discussed.

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    Main Results:

    • Student self-efficacy for learning is dynamically influenced by feedback cues during task engagement.
    • Social and instructional variables significantly impact self-efficacy and subsequent achievement behaviors.
    • Empirical data confirm that self-efficacy is a strong predictor of student motivation and learning.

    Conclusions:

    • The proposed self-efficacy model provides a framework for understanding student achievement.
    • Self-efficacy plays a critical role in motivating students and enhancing learning.
    • Educational strategies should consider self-efficacy development, particularly for students with learning difficulties.