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.

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Peer reviewed

ERIC Number: EJ620997

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

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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 - Location: Taiwan

Grant or Contract Numbers: N/A