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TitleInteracting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill.
Creator施淑慎
Shih, Shu-Shen
Contributor教育系
Date2000-09
Date Issued18-May-2015 17:21:16 (UTC+8)
SummaryEighty-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.
RelationJournal of Educational Psychology, 3, 92, 536-543
Typearticle
DOI http://dx.doi.org/10.1037/0022-0663.92.3.536
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) articleen
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