| 标题 |
 Modeling and attributional effects on children's achievement: A self-efficacy analysis |
| 网址 | |
| DOI | |
| 其它 | 56 children (mean age 9 yrs, 10 mo) showing low arithmetic achievement received either modeling of division operations or didactic instruction, followed by a practice period during which half of the Ss in each treatment received effort attribution for success and difficulty. Both treatments enhanced division persistence, accuracy, and perceived efficacy, but cognitive modeling produced greater gains in accuracy. |
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(2025-6-4)
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