This study determined how task strategies and attributions for success during mathematics learning influenced children's self-efficacy and skills. Children who lacked division skills received training and practiced solving problems. Children's use of effective task strategies was determined from recordings of their verbalizations while they solved problems. Attributions of problem-solving success to high ability exerted the strongest influence on increases in selfefficacy. Higher self-efficacy and use of task strategies promoted children's division skills. Future research should determine the relationship of strategy use and self-efficacy at different times while children are learning. Implications of this study for teaching are discussed.
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