Goals and Progress Feedback : Effects on Self - Efficacy and Writting Achievement  

Oleh:

Swartz, Carl W. ; Schunk, Dale H.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 18 no. 03 (Jul. 1993), page 337-362.
Topik: SELF EFFICACY; writing achievement; self-efficacy; feedback

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

Two experiments investigated how goal setting and progress feedback affect self-efficacy and writing achievement. Children received writing strategy instruction and were given a process goal of learning the strategy, a product goal of writing paragraphs, or a general goal of working productively. Half of the process goal children periodically received feedback on their progress in learning the strategy. In Experiment 2 we also explored transfer (maintenance and generalization) of achievement outcomes. The process goal with progress feedback treatment had the greatest impact on achievement outcomes to include maintenance and generalization; the process goal without feedback condition resulted in some benefits compared with the product and general goal conditions. Self-efficacy was highly predictive of writing skill and strategy use. Suggestions for future research and implications for classroom practice are discussed.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali