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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
Download full textMorrow, Lesley Mandel; And Others – 1997
A study determined the impact of a literacy program including social cooperative literacy experiences on literacy achievement of first-, second-, and third-grade children. Treatment in the experimental groups, which consisted of 204 children from 3 first-, 3 second-, and 3 third-grade urban classrooms included designing classroom literacy centers,…
Descriptors: Classroom Research, Comparative Analysis, Cooperative Learning, Elementary School Students
