Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation

Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation

2003 | Dale H. Schunk, Ph.D.
The article by Dale H. Schunk, titled "Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation," explores the role of perceived self-efficacy in students' motivation and learning. Self-efficacy, defined as students' beliefs about their capabilities to learn or perform behaviors at designated levels, is a key mechanism in social cognitive theory. This theory posits that achievement depends on interactions between behaviors, personal factors, and environmental conditions. The article discusses how modeling, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Modeling involves observing and learning from others' behaviors, goal setting provides a standard for progress, and self-evaluation involves comparing performance to goals. These processes are crucial for sustaining motivation and enhancing academic achievement. Research evidence supports the importance of these factors in reading and writing. Studies show that goal-setting conferences, cognitive modeling, and providing progress feedback can significantly enhance students' self-efficacy and achievement. For example, students who set specific, proximal, and moderately difficult goals, and who receive feedback on their progress, tend to have higher self-efficacy and better performance. In writing, teaching students strategies and providing feedback on their use can also boost self-efficacy and achievement. Peer models and cognitive models can be particularly effective, as they provide vicarious and persuasive sources of efficacy information. The article concludes with practical implications for educational practice, suggesting that teachers should incorporate modeling, goal setting, and self-evaluation into their teaching methods to enhance students' self-efficacy and motivation. This approach can foster academic achievement and sustained learning among all students.The article by Dale H. Schunk, titled "Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation," explores the role of perceived self-efficacy in students' motivation and learning. Self-efficacy, defined as students' beliefs about their capabilities to learn or perform behaviors at designated levels, is a key mechanism in social cognitive theory. This theory posits that achievement depends on interactions between behaviors, personal factors, and environmental conditions. The article discusses how modeling, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Modeling involves observing and learning from others' behaviors, goal setting provides a standard for progress, and self-evaluation involves comparing performance to goals. These processes are crucial for sustaining motivation and enhancing academic achievement. Research evidence supports the importance of these factors in reading and writing. Studies show that goal-setting conferences, cognitive modeling, and providing progress feedback can significantly enhance students' self-efficacy and achievement. For example, students who set specific, proximal, and moderately difficult goals, and who receive feedback on their progress, tend to have higher self-efficacy and better performance. In writing, teaching students strategies and providing feedback on their use can also boost self-efficacy and achievement. Peer models and cognitive models can be particularly effective, as they provide vicarious and persuasive sources of efficacy information. The article concludes with practical implications for educational practice, suggesting that teachers should incorporate modeling, goal setting, and self-evaluation into their teaching methods to enhance students' self-efficacy and motivation. This approach can foster academic achievement and sustained learning among all students.
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