Modelling Techniques,Perceptions of Self‐Efficacy,and Arithmetic Achievement Among Learning Disabled Children

This study examined the effects of modelling (T₁) and participant modelling (T₂) techniques on perceptions of self‐efficacy and arithmetic achievement of learning disabled (LD) children. Subjects included 60 LD children randomly assigned to T₁, T₂, or control conditions. Children in the modelling condition observed a model explaining arithmetic concepts and working problems, while children in the participant modelling group observed the model and worked on problems while verbalizing solutions with the model; children in the control condition worked individually on identical instructional packets. Results indicated that children in both treatment groups achieved higher self‐efficacy and arithmetic scores, with the participant modelling group being the superior of the two.