This study by Dale H. Schunk (1981) investigates the effects of modeling and attributional effects on children's achievement, particularly in arithmetic. The study compared two instructional treatments: cognitive modeling and didactic instruction, both followed by a practice period. During practice, half of the children in each group received effort attribution for success and difficulty. The results showed that both instructional treatments enhanced division persistence, accuracy, and perceived efficacy, but cognitive modeling produced greater gains in accuracy. Effort attribution had no significant effect on perceived efficacy or arithmetic performance. Perceived efficacy was a strong predictor of arithmetic performance across different task difficulties and treatment modes. The combination of modeling with effort attribution produced the highest congruence between efficacy judgment and performance. The study supports the theory of self-efficacy, suggesting that active engagement in activities promotes skill development and self-efficacy, and that accurate self-appraisal is crucial for behavioral change.This study by Dale H. Schunk (1981) investigates the effects of modeling and attributional effects on children's achievement, particularly in arithmetic. The study compared two instructional treatments: cognitive modeling and didactic instruction, both followed by a practice period. During practice, half of the children in each group received effort attribution for success and difficulty. The results showed that both instructional treatments enhanced division persistence, accuracy, and perceived efficacy, but cognitive modeling produced greater gains in accuracy. Effort attribution had no significant effect on perceived efficacy or arithmetic performance. Perceived efficacy was a strong predictor of arithmetic performance across different task difficulties and treatment modes. The combination of modeling with effort attribution produced the highest congruence between efficacy judgment and performance. The study supports the theory of self-efficacy, suggesting that active engagement in activities promotes skill development and self-efficacy, and that accurate self-appraisal is crucial for behavioral change.