Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement.

Schunk, Dale H.; Swartz, Carl W.

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Peer reviewed

ERIC Number: EJ467985

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0361-476X

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Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement.

Schunk, Dale H.; Swartz, Carl W.

Contemporary Educational Psychology, v18 n3 p337-54 Jul 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, Intermediate Grades, Outcomes of Education, Predictive Measurement, Self Efficacy, Student Educational Objectives, Writing Achievement

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/73881

IES Cited: ED533112

Author Affiliations: N/A