SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION

By D. Schunk. 2003

962 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/736ad566a10e56c73ca45dea36404fb196affe3c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

The Roles of Instructional Practices and Motivation in Writing Performance (2007, background): “To motivate students to write, teachers can make task-specific comments about students’ success and attribute their success to strategies that are learnable through effort (Schunk, 2003).”
Self-Efficacy in Second/Foreign Language Learning Contexts. (2012, methodology): “…learners’ interest, persistence, extent of effort students invest in learning, the goals they choose to pursue and their use of self-regulated strategies in performing a task (Carmichael & Taylor, 2005; Lane, Lane, & Kyprianou, 2004; Linnenbrink & Pintrich, 2003; Pajares, 1996, 2003; Schunk, 2003).”
Improving Self-Efficacy and Motivation (2006, background): “For students with low self-efficacy, observing coping models may be particularly effective (Schunk, 2003).”
Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading (2007, methodology): “Drawn from selfdetermination theory (Ryan & Deci, 2000), social cognitive theory (Schunk, 2003), and goal theory (Pintrich, 2000), these motivations do not correlate perfectly with each other, and they all are associated with reading comprehension.”
The Role of Cognitive and Affective Factors in Measures of L2 Writing (2018, background): “Along these lines, previous research has demonstrated that writing selfefficacy is positively associated with writing performance (Klassen, 2003; Pajares, 2003; Pajares & Johnson, 1996; Pajares & Valiante, 2006; Prat-Sala & Redford, 2012; Schunk, 2003).”
Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students (2014, background): “…self-efﬁcacy on students’ academic performance (Carmichael & Taylor, 2005; Lane, Lane, & Kyprianou, 2004; Pajares, 1996, 2003; Pajares & Miller, 1994; Schunk, 2003) and motivation and learning (Linnenbrink & Pin-trich, 2003; Pintrich & De Groot, 1990; Schunk, 2003; Zimmerman, Bandura, &…”
Reading Into the Future: Competence for the 21st Century (2012, background): “, self-efficacy) are among these motivational factors (Baker & Wigfield, 1999; Schunk, 2003).”
Promoting Learning and Achievement Through Self-Assessment (2009, background): “As a result of selfassessment, both self-regulation and achievement can increase (Schunk, 2003).”
Rubric-Referenced Self-Assessment and Self-Efficacy for Writing (2009, background): “In contrast, students with low selfefficacy tend to avoid challenging tasks and give up quickly (Bandura; Schunk, 2003).”
Increasing Academic Self-Efficacy in Statistics With a Live Vicarious Experience Presentation (2012, background): “During a vicarious experience, a model informs and motivates by providing information about specific behaviors and strategies that led to personal success in that particular situation (Schunk, 2003).”
Mathematics Attitudes and Mathematics Outcomes of U.S. and Belarusian Middle School Students. (2011, background): “The literature on interventions in self-efficacy is too large to review here; however, several principles might be followed when building interventions (Margolis & McCabe, 2004; Schunk, 2003).”