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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ620997
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Interacting Effects of Goal Setting and Self- or Other-Referenced Feedback on Children's Development of Self-Efficacy and Cognitive Skill within the Taiwanese Classroom.
Shih, Shu-Shen; Alexander, Joyce M.
Journal of Educational Psychology, v92 n3 p536-43 Sep 2000
Assesses the combined effects of goal setting and different types of comparative information on fourth-grade students' (N=84) self-efficacy and fraction skill, particularly within a Taiwanese classroom. Results reveal that 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. (Contains 58 references and 3 tables.) (Author/GCP)
Descriptors: Classroom Techniques, Feedback, Foreign Countries, Grade 4, Intermediate Grades, Peer Evaluation, Self Efficacy, Self Evaluation (Individuals), Thinking Skills
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Goal Setting; Taiwan