| dc.contributor | 教育系 | |
| dc.creator (作者) | 施淑慎 | zh_TW |
| dc.creator (作者) | Shih, Shu-Shen | |
| dc.date (日期) | 2000-09 | |
| dc.date.accessioned | 18-May-2015 17:21:16 (UTC+8) | - |
| dc.date.available | 18-May-2015 17:21:16 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-May-2015 17:21:16 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/75167 | - |
| dc.description.abstract (摘要) | Eighty-four fourth-grade Taiwanese children were randomly assigned to 1 of 4 treatment groups: goal setting with self-referenced feedback, goal setting with social-referenced feedback, self-referenced feedback only, and social-referenced feedback only. Students then participated in a regular classroom unit of instruction on fractions. Children in the self-referenced groups demonstrated significantly higher fraction skill and self-efficacy than did children in the social-referenced groups; goal setting had no effect. There was a deterioration of social-referenced students` willingness to perform the task over multiple sessions, with this group setting significantly lower goals over time. In addition, a significant correlation between students` mastery and performance goal orientation scores was obtained, suggesting a cultural influence on performance. | |
| dc.format.extent | 108 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | Journal of Educational Psychology, 3, 92, 536-543 | |
| dc.title (題名) | Interacting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill. | |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1037/0022-0663.92.3.536 | |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1037/0022-0663.92.3.536 | |
