The effects of an adolescent self-instructional model versus an adult self-instructional model on adolescent's accuracy, self-efficacy and generalization on an arithmetic task.
Item
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Title
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The effects of an adolescent self-instructional model versus an adult self-instructional model on adolescent's accuracy, self-efficacy and generalization on an arithmetic task.
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Identifier
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AAI9000049
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identifier
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9000049
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Creator
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Mendola, Leonard Richard.
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Contributor
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Adviser: Shirley Feldmann
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Date
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1989
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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 | Education, Secondary | Education, Mathematics
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Abstract
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125 students were trained in the addition of fraction problems and then tested to ascertain changes in Self-Efficacy, Accuracy of performance and Generalization of acquired rules to novel problems. The effects of 2 major factors were examined: (1) Tutoring condition, i.e., adult tutor, and adolescent tutor. (2) Type of training, i.e., direct, vicarious, and control. Hypotheses for investigation were developed in light of the work of Bandura (1977a, 1977b, 1981, 1982) and Schunk (1981, 1982a, 1982b, 1983a, 1983b, 1983c, 1984, 1985) in Self-Efficacy; the work of Meichenbaum (1977) in Self-Instruction; and the work of Allen (1976), Apolloni & Cooke (1975) and Rubenstein & Howes (1976) in Peer Tutoring. It was hypothesized that subjects trained by adolescents under direct training conditions would perform at higher levels than subjects trained under other conditions in the design. The findings generally failed to support these major hypotheses. The outcomes were interpreted in light of the work of Zimmerman & Martinez-Pons (1986) on self-regulation. It is possible that subjects with low readiness level, such as those employed in this study, may require greater structure and external regulation of learning behavior than subjects with higher levels of readiness. It is conjectured that the adult tutors used in the study provided this external structuring with greater effectiveness than peer tutors. Recommendations were made for further study controlling for readiness level to test the validity of this conclusion.
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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.
