Although learner characteristics have been identified as important moderator variables for feedback effectiveness, the question of why learners benefit differently from feedback has only received limited attention. In this study, we investigated: (1) whether learners' dominant goal orientation moderated the effects of computer-based elaborated…

Data collected for this study (n=88) of fourth- and fifth-grade students targeted the status of relationships among sociocognitive factors (confidence in writing, metacognition, academic motivation, and self-efficacy) with selected group dynamic features of task structure preference and audience awareness. Study and discussion of results are…