Effects of Anchoring on Perceived Self-efficacy, Task Persistence and Performance

Effects of Anchoring on Perceived Self-efficacy, Task Persistence and Performance

This study explores the effects of anchoring using social comparative feedback on the perceived self-efficacy judgments of children. A sample of 256 children in Singapore attempted to solve a mathematics problem-solving task under conditions of high, low and no anchor. Anchoring was achieved by giving bogus information (high anchor: very easy task, low anchor: very difficult task) about hypothetical peers' performance on the mathematics task Results showed that anchoring influenced students' self-efficacy judgments and persistence time. Lower ability students had a more external control orientation as well as lower self-efficacy judgments than higher ability students. Anchoring also affected higher ability students' persistence time to a greater extent than in lower ability students.