Effects of Anchoring on Perceived Self-efficacy, Task Persistence and Performance Hui Lee Ang and Kam Ming Lim Nanyang Technological University, Singapore 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 in- fluenced students’ self-efficacy judgments and persistence time. Lower ability stu- dents had a more external control orientation as well as lower self-efficacy judg- ments than higher ability students. Anchoring also affected higher ability students’ persistence time to a greater extent than in lower ability students. INTRODUCTION The relationship between children’s self-efficacy beliefs and academic achievement have been extensively studies (e.g., Bandura, 1977, 1986; Carr, Borkowski, & Max- well, 1991; Meece, Wigfield, & Eccles, 1990; Middleton & Spanias, 1999; Weiner, 1979, 1985; Wigfield & Eccles, 1992). Children who believe that good grades are caused by internal and controllable causes (Weiner, 1979), who believe that they can produce the responses that lead to desired outcomes (Bandura, 1977); who have higher self-esteem and stronger internal attributions about success (Carr, Borkowski, & Maxwell, 1991), and who believe they possess high ability (Stipek, 1981) perform better academically than those who do not. Pintrich and De Groot (1990) suggested that perceived self-efficacy of students played a facilitative role in the process of cognitive engagement and that raising self- efficacy beliefs might lead to increased use of cognitive strategies and thereby higher academic performance. Zimmerman and Martinez-Pons (1990) found that students’ perceptions of both verbal and mathematical efficacy were related to their use of self- regulated strategies. Pajares and Miller (1994) found mathematics self-efficacy to be more predictive of problem solving than gender, mathematics self-concept, perceived usefulness of mathematics, or prior experience with mathematics. Teachers who are more attuned to bolstering their students’ self-efficacy beliefs are better able to adjust their classroom practice to motivate their students (Middleton & Spanias, 1999). It can be argued that, if self-efficacy beliefs influence levels of achievement (Ban- dura, 1977; Pintrich & De Groot, 1990), then efforts to facilitate the development of higher self-efficacy beliefs should yield positive outcomes for academic achievement. Correspondence concerning this article should be addressed to Kam Ming Lim, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616. E-mail: kamming.lim@nie.edu.sg THE KOREAN JOURNAL OF THINKING & PROBLEM SOLVING 2007, 17(1), 51-63