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Journal of Learning Disabilities
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Self-Efficacy and Cognitive Achievement

Implications for Students with Learning Problems

Dale H. Schunk

Dale H. Schunk, PhD, is an associate professor of educational psychology, School of Education, University of North Carolina-Chapel Hill. He received his doctoral degree in educational psychology in 1979 from Stanford University. His research specializations are in the areas of social cognitive learning, modeling processes, and motivation. Address: Dale H. Schunk, Peabody Hall CB3500, University of North Carolina, Chapel Hill, NC 27599.

This article presents a self-efficacy model of achievement that comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Students' sense of self-efficacy for learning is influenced as they work on tasks by cues that signal how well they are learning. Research is summarized on the effects of social and instructional variables on self-efficacy and achievement behaviors. Empirical evidence supports the idea that self-efficacy predicts student motivation and learning. Future research directions are provided, along with educational implications for students with learning problems.

Journal of Learning Disabilities, Vol. 22, No. 1, 14-22 (1989)
DOI: 10.1177/002221948902200103
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