Descriptor
| Children | 2 |
| Elementary School Students | 2 |
| Feedback | 2 |
| Grade 5 | 2 |
| Intermediate Grades | 2 |
| Self Efficacy | 2 |
| Comparative Analysis | 1 |
| Goal Orientation | 1 |
| Learning Strategies | 1 |
| Reading Achievement | 1 |
| Reading Comprehension | 1 |
| More ▼ | |
Source
Author
| Schunk, Dale H. | 2 |
| Rice, Jo Mary | 1 |
| Swartz, Carl W. | 1 |
Publication Type
| Speeches/Meeting Papers | 2 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textSchunk, Dale H.; Swartz, Carl W. – 1991
The influence of goal setting and progress feedback on self-efficacy and writing achievement was investigated for 60 fifth-grade children (33 girls and 27 boys) from three classes in two elementary schools. The sample included 37 White, 20 Black, two Hispanic American, and one Asian American students. The students received writing strategy…
Descriptors: Children, Comparative Analysis, Elementary School Students, Feedback
Schunk, Dale H.; Rice, Jo Mary – 1993
The effects of strategy fading and progress feedback on children's achievement outcomes were investigated. Forty-four fifth graders with reading-skills deficiencies from 2 elementary schools received instruction on locating main ideas. Children were taught and verbalized a strategy, and some faded the verbalizations to inner speech. Half of the…
Descriptors: Children, Elementary School Students, Feedback, Grade 5
