Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Dale H. Schunk, Dean (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: 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.
Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement
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Created on 2/23/2011
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Additional Information
- Publication
- Contemporary Educational Psychology, 18(3), 337-354.
- Language: English
- Date: 1993
- Keywords
- Motivation, Self-efficacy, Early education, Writing instruction