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Peer reviewedShih, Shu-Shen; Alexander, Joyce M. – Journal of Educational Psychology, 2000
Assesses the combined effects of goal setting and different types of comparative information on fourth-grade students' (N=84) self-efficacy and fraction skill, particularly within a Taiwanese classroom. Results reveal that children in the self-referenced groups demonstrated significantly higher fraction skill and self-efficacy than did children in…
Descriptors: Classroom Techniques, Feedback, Foreign Countries, Grade 4
