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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
