NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ880490
Record Type: Journal
Publication Date: 2010-Feb
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1380-3611
Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance
Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.
Educational Research and Evaluation, v16 n1 p53-74 Feb 2010
The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress information. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students' writing mastery goal and self-efficacy beliefs. Results showed that progress feedback did not affect students' writing mastery goal and performance but did affect students' self-efficacy beliefs. The effect depended on the number of progress comments. (Contains 4 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire