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https://ah.lib.nccu.edu.tw/handle/140.119/75167
題名: | Interacting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill. | 作者: | 施淑慎 Shih, Shu-Shen |
貢獻者: | 教育系 | 日期: | Sep-2000 | 上傳時間: | 18-May-2015 | 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. | 關聯: | Journal of Educational Psychology, 3, 92, 536-543 | 資料類型: | article | DOI: | http://dx.doi.org/10.1037/0022-0663.92.3.536 |
Appears in Collections: | 期刊論文 |
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