Cognitive Modeling and Self-Efficacy

Effects on Preservice Teachers' Learning of Teaching Strategies

Bibliographic Data

ID4308434
AuthorsJeffrey Gorrell (Auburn University), Earl Capron (Southeastern Louisiana University), Earl W Capron (Southeastern Louisiana University)
Year1990
Volume41
Issue5
Pages15-22
Publication date1990-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248719004100503
OpenAlexW2026463827
LanguageEN
Citations received5
References cited11

Undergraduate students (N = 93) were presented with two phases of training in teaching a child to find the main idea of a paragraph. Phase 1 provided instruction in either a cognitive modeling mode or a direct instruction mode; phase 2 provided a skill-demonstration video with either self- efficacy commentary accompanying the demonstration or task-oriented commentary. A 2 (low self-efficacy vs. moderate self-efficacy) x 2 (cognitive modeling vs. direct instruction) x 2 (self- efficacy vs. task-oriented commentary) MANOVA performed on written protocols revealed sta tistically significant main effects favoring cognitive modeling and self-efficacy groups in apply ing the strategies that were taught. Also, the cognitive modeling groups made more references to teacher activity, and the self-efficacy groups made more references to student activity in their protocols

Cognition · Human–computer interaction · Mathematics education · Mode (computer interface) · Multivariate analysis of variance · Paragraph · Self-efficacy · Task (project management) · Computer Science · Educational and Psychological Assessments · Psychology · Science Education and Pedagogy · Social Psychology · Visual and Cognitive Learning Processes

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