Abstract
<p>This multi-case qualitative study, conducted in two elementary schools, observed the self-efficacy experiences of 67 5th grade mathematics students in daily lessons. Four classrooms were observed a total of 40 times for 30 minutes each. Two classrooms each used traditional instructional materials and standards-based instructional materials. Problem solving activity, interviews, a self-efficacy survey, and analysis of student work samples and teacher instruction materials were used to confirm information gathered through observation.</p>
<p>Analysis of information sources resulted in the development of four major constructs: social learning, feedback, modeling, and strategy use. Both groups experienced each construct however, students in standards-based classrooms were exposed to higher levels of each.</p>
<p>Recommendations for future research include the following: similar research with a more diverse socio-economic sample, research committed to detecting the background forces which promoted the site differences in social learning readiness, and inquiry into problem solving.</p>
