Peer-model attributes and children's achievement behaviors.

Abstract

Abstract:In two experiments, we investigated how attributed of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. In Experiment 1, children (M = 10.6 years) observed either a same-or opposite-sex peer model demonstrating rapid (mastery model) or gradual (coping model) acquisition of fraction skills. Observing a coping model led to higher self-efficacy, skill, and training performance. In Experiment 2, children (M = 10.9 years) observed either one or three same-sex peer models demonstrating mastery or coping behaviors while solving fractions. Children in the single-coping model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance, compared with subjects who observed a single mastery model. In both studies, children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models. Article:Perceived self-efficacy, or personal beliefs about one's capabilities to organize and implement actions necessary for attaining designated levels of performance, is hypothesized to be an important mechanism mediating behavior change (Bandura, 1982(Bandura, , 1986. Self-efficacy can affect one's choice of activities, effort expenditure, persistence, and achievement. Individuals acquire information about their self-efficacy through their actual performances, vicarious (observational) experiences, forms of persuasion (e.g., -You can do this‖), and physiological indexes (sweating and heart rate).Modeled performances constitute an important source of information about one's self-efficacy (Bandura, 1986). Individuals who observe similar others performing a task are apt to believe that they also can perform the task because modeling implicitly conveys to observers that they possess the necessary capabilities for succeeding (Berger, 1977). This sense of efficacy is substantiated later when observers succeed at the task (Schunk, 1985). Observers' self-efficacy judgments depend in part on perceptions of similarity in competence to the model and on the outcome (e.g., success or failure) of the model's actions (Brown & Inouye, 1978 ;Zimmerman & Ringle, 1981).The preceding considerations suggest that although adults can serve as powerful models for transmitting behaviors to children, behaviors that are constrained by ability may be more susceptible to peer influence (Davidson & Smith, 1982). Schoolchildren learn skills by observing their adult teachers, but observation of peer models may better enhance children's self-efficacy. In particular, an adult teacher's flawlessly modeling cognitive skills may not promote high self-efficacy in children who have encountered previous difficulties with the subject matter and who are likely to view the teacher as superior in competence. Models of the same age and sex as children and whom children view as similar in competence may teach children skills and promote their self-efficacy f...

Self-Efficacy: An Essential Motive to Learn

“…For example, Schunk and colleagues found that perceived self-efficacy for learning correlates positively with students' rate of solution of arithmetic problems (Schunk & Hanson, 1985;Schunk, Hanson, & Cox, 1987). Salomon (1984) has found that self-efficacy is positively related to self-rated mental effort and achievement during students' learning from text material that was perceived as difficult.…”

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“…Schunk and Hanson (1985) found no differential effects of a peer coping or a peer mastery model (both were better than an adult model, which was better than no model), but Schunk et al (1987) showed that coping peer models were more effective than mastery peer models and that children who observed coping peer models judged themselves to be more similar in competence to the models. Braaksma et al (2002) gave learners in two observational learning conditions both good and weak peer models.…”

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“…Schunk et al 1987). In an experimental study with 103 undergraduate students, she manipulated type of agent model (coping versus mastery) and interaction type (direct versus vicarious) and found a main effect where the agent as a coping model positively impacted learner motivation, self-efficacy and attitude.…”