Interacting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill.

Abstract

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.