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ERIC Number: ED381276
Record Type: RIE
Publication Date: 1995-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
Self-Monitoring of Skill Acquisition through Self-Evaluation of Capabilities.
Schunk, Dale H.
Using a common methodology, two experiments examined the effects of learning and performance goals in conjunction with self-evaluation as fourth-graders acquired mathematical fraction skills. After a pretest on fractions, self-efficacy, skill persistence, and goal orientation, children in the first study--who were average achievers in mathematics--received instruction on addition and subtraction of fractions over seven sessions, and worked under conditions involving learning goals or performance goals. Six self-evaluations were conducted, and a posttest followed. In the second study, which was designed to explore conditions under which learning goals might be more effective than performance goals in raising achievement outcomes, self-evaluation and pre- and posttests were also included. The two studies showed that providing students with a goal of learning to solve problems enhances their self-efficacy, skill, motivation, and task orientation, and that these achievement outcomes also are promoted by allowing students to evaluate their performance capabilities or progress in skill acquisition. (DR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Regulation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).