政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/75167

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政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 > Item 140.119/75167

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Title:	Interacting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill.
Authors:	施淑慎 Shih, Shu-Shen
Contributors:	教育系
Date:	2000-09
Issue Date:	2015-05-18 17:21:16 (UTC+8)
Abstract:	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.
Relation:	Journal of Educational Psychology, 3, 92, 536-543
Data Type:	article
DOI 連結:	http://dx.doi.org/10.1037/0022-0663.92.3.536
DOI:	10.1037/0022-0663.92.3.536
Appears in Collections:	[教育學系] 期刊論文

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