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| Swartz, Carl W. | 1 |
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Peer reviewedSchunk, Dale H.; Swartz, Carl W. – Contemporary Educational Psychology, 1993
Two experiments involving 60 fifth graders and 40 fourth graders investigated how goal setting and progress feedback affect self-efficacy and writing achievement. The process goal with progress feedback had the greatest impact on achievement outcomes. Self-efficacy was highly predictive of writing skill and strategy use. (SLD)
Descriptors: Elementary School Students, Feedback, Grade 4, Grade 5
