Abstract
Kudo and Mori, Psychological Reports, 117, 631-642, (2015) used a presentation trick to covertly present a set of easier anagram tasks to 20 junior high school students while their 60 classmates observed more difficult tasks. These two samples were selected randomly, and their IQ scores counterbalanced. The target students outperformed their classmates, and showed greater self-efficacy after their success. However, they did not examine the relationship between this self-efficacy and performance 2 months later on another set of anagram tasks. Here, we analyzed their data in this regard. We found that those students whose self-efficacy was raised by the former task performed better than the control students whose self-efficacy ratings were in the middle range. These findings suggest that students with high self-efficacy performed better than their classmates did on new anagram tasks, even when adjusting for IQ.
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Notes
The students’ IQ was assessed with Kyoken-shiki Shin-Gakunenbetsu Chinokensa (Okamoto et al. 1987). The ISS stands for Intelligence Standard Score.
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Acknowledgements
This research was done as part of the master’s thesis of the second author, while both were at Shinshu University. The present research project had been ethically examined and approved by a committee, including the principal and teachers of the junior high school, where the experiment was conducted. We are grateful for the students and teachers who participated in this research. We are also indebted to Prof. Maryanne Garry from the University of Waikato for editing the final version of the manuscript.
Funding
It was supported by Grant-in-Aid from the Japanese Ministry of Education, Culture, Sports, Science, and Technology (KAKENHI No. 16653054) to the first author.
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Both authors contributed to the study design, the data collection, the data analysis, and the interpretation. K. M. wrote the manuscript and H. K. approved the final version of the manuscript for submission.
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Mori, K., Kudo, H. I Can Do It Well Because I Did It Well: the Effect of Promoted Self-efficacy Through Induced Success Performance in Junior High School Students. Contemp School Psychol 26, 321–327 (2022). https://doi.org/10.1007/s40688-021-00367-4
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DOI: https://doi.org/10.1007/s40688-021-00367-4