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Storybook models and achievement behavior of preschool children
Author(s) -
Rickel Annette U.,
Fields Robert B.
Publication year - 1983
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198301)20:1<105::aid-pits2310200121>3.0.co;2-g
Subject(s) - psychology , developmental psychology , context (archaeology) , academic achievement , recall , task (project management) , cognition , cognitive psychology , paleontology , management , neuroscience , economics , biology
The effects of orally presented storybook models on children's cognitive achievement behavior were assessed in two experiments. Experiment I involved 100 preschool‐age children who were given one exposure to either a story depicting achievement behaviors by a male/female model, or a control story describing no achievement behavior. Subjects then were asked to perform a related achievement task. No significant modeling effects were found, but a significant relationship existed between the children's recall of the story content and their performance on the subsequent task. Experiment 11 employed 60 preschool‐age children who were given repeated exposures (3 to 4) to, and group discussion of, the same achievement stories or non‐achievement control story. A significant relationship was observed between type of story and type of solutions to the subsequent achievement task. These findings are discussed in the context of modeling theory, with practical implications.