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| Schunk, Dale H. | 6 |
| Swartz, Carl W. | 3 |
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Download full textSchunk, Dale H.; Swartz, Carl W. – 1992
A study investigated the influence of goal setting and progress feedback on self-efficacy and writing achievement among gifted children. Thirty-three fourth graders who previously had been identified as academically gifted in language arts received writing strategy instruction over 20 sessions and were given a goal of learning to use the strategy…
Descriptors: Academically Gifted, Feedback, Grade 4, Intermediate Grades
Schunk, Dale H. – 1995
This study explored the conditions under which learning goals might be more effective than performance goals in raising achievement outcomes. Following a pretest, 40 fourth-grade students received instruction and practice on fractions operations. Half of the students were provided with the goal of learning how to solve problems (learning goal);…
Descriptors: Grade 4, Intermediate Grades, Learning Processes, Mathematics Skills
Peer reviewedSchunk, Dale H.; Swartz, Carl W. – Contemporary Educational Psychology, 1993
Two experiments involving 60 fifth graders and 40 fourth graders investigated how goal setting and progress feedback affect self-efficacy and writing achievement. The process goal with progress feedback had the greatest impact on achievement outcomes. Self-efficacy was highly predictive of writing skill and strategy use. (SLD)
Descriptors: Elementary School Students, Feedback, Grade 4, Grade 5
Schunk, Dale H. – 1994
This paper describes an experiment that investigated the effects of goals and self-evaluation on self-regulation processes and achievement outcomes of (n=44) fourth grade students who received instruction and practice on fraction operations. Half of the students were provided with the goal of learning how to solve problems (learning goal) and the…
Descriptors: Correlation, Educational Objectives, Elementary School Students, Fractions
Schunk, Dale H.; Swartz, Carl W. – 1993
This study assessed how goal setting and progress feedback affect self-efficacy and writing achievement for 20 male and 20 female fourth graders. 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 (control condition).…
Descriptors: Comparative Testing, Elementary School Students, Feedback, Grade 4
Schunk, Dale H. – 1995
Using a common methodology, two experiments examined the effects of learning and performance goals in conjunction with self-evaluation as fourth-graders acquired mathematical fraction skills. After a pretest on fractions, self-efficacy, skill persistence, and goal orientation, children in the first study--who were average achievers in…
Descriptors: Elementary School Students, Fractions, Grade 4, Intermediate Grades
