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    题名: Interacting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill.
    作者: 施淑慎
    Shih, Shu-Shen
    贡献者: 教育系
    日期: 2000-09
    上传时间: 2015-05-18 17:21:16 (UTC+8)
    摘要: 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.
    關聯: Journal of Educational Psychology, 3, 92, 536-543
    数据类型: article
    DOI 連結: http://dx.doi.org/10.1037/0022-0663.92.3.536
    DOI: 10.1037/0022-0663.92.3.536
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