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ArtikelGoals 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
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Isi artikelTwo 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.
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