VARIATIONS OF SELF-INSTRUCTION TECHNIQUE: EFFECTS ON BOYS' AND GIRLS' SELF-EFFICACY, ACHIEVEMENT AND PERSISTENCE.
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Title
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VARIATIONS OF SELF-INSTRUCTION TECHNIQUE: EFFECTS ON BOYS' AND GIRLS' SELF-EFFICACY, ACHIEVEMENT AND PERSISTENCE.
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Identifier
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AAI8614691
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identifier
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8614691
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Creator
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MEDNICK, ELIZABETH SHPER.
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Contributor
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Shirley Feldmann
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Date
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1986
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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The purpose of the present study was to determine the effects of training in self-instruction on children's self-efficacy, achievement and persistence. It was hypothesized that this kind of intervention would be especially helpful in enhancing self-percepts of efficacy, and in increasing achievement and persistence. Self-instruction training was subdivided into combinations of its cognitive and verbal subcomponents in an attempt to understand what aspects of the technique are most influential in changing percepts of self-efficacy, achievement and persistence. It was hypothesized that when participation involved direct engagement performance would be best. The subject variables of gender, age and ability were hypothesized to interact with treatment.;The sample consisted of 116 subjects in the fourth, fifth, sixth and seventh grades. One group of subjects received verbal self-instruction training. A second group were observers of those learning verbal self-instruction. A third group verbalized instructions to their cognitive modeling peers. A fourth group performed the cognitive modeling task while listening to instructions from peers. The fifth group received didactic instruction and served as the control.;Pretesting and posttesting were conducted in a small group situation. The testing booklets contained arithmetic problems in division. Half of them were actually worked, and the remaining half were used to obtain self-efficacy judgment information. Training was performed in pairs on the day following pretest, and it lasted for one session.;Multiple regression procedures were used to analyze the data. Results demonstrated that training in self-instructions significantly increased percepts of self-efficacy and achievement on an arithmetic problem solving task but did not differentiate treatment groups.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
