Participation in Goal Setting: Effects on Self-Efficacy and Skills of Learning-Disabled Children.

Schunk, Dale H.

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Peer reviewed

ERIC Number: EJ338866

Record Type: Journal

Publication Date: 1985

Pages: N/A

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Participation in Goal Setting: Effects on Self-Efficacy and Skills of Learning-Disabled Children.

Schunk, Dale H.

Journal of Special Education, v19 n3 p307-17 Fall 1985

Sixth-graders learning disabled in mathematics (N=30) received subtraction training that included instruction and practice opportunities. Some children set proximal performance goals, others had comparable proximal goals assigned, and some received training without goals. Participation in goal setting led to the highest self-efficacy and subtraction skill. (Author/CL)

Descriptors: Elementary Education, Goal Orientation, Learning Disabilities, Mathematics, Self Concept, Skill Development, Student Role, Subtraction

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

Grant or Contract Numbers: N/A