Learning Goals and Progress Feedback during Reading Comprehension Instruction

Schunk, Dale H.; Rice, Jo Mary

doi:10.1080/10862969109547746

Cited by 91 publications

(52 citation statements)

References 20 publications

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“…Future models should also include other common mechanisms of personal agency that provide a self-regulatory function, such as social comparative information, as well as other motivational constructs and self-beliefs, such as goals or self-concept. For example, Schunk and his associates have reported that self-efficacy beliefs are related to the use of writing strategies (Schunk & Rice, 1991;Schunk & Swartz, 1993). In our study, gender and aptitude accounted for only 19% of he variance in self-efficacy.…”

Section: Discussionmentioning

confidence: 97%

Self-efficacy beliefs and the writing performance of entering high school students

1998

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Section: Discussionmentioning

confidence: 97%

Self-efficacy beliefs and the writing performance of entering high school students

1998

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“…Students who believe they are learning a useful strategy may feel efficacious about improving their writing and motivated to apply the strategy (Borkowski, 1985;Schunk, 1989). Progress feedback conveys that the strategy is useful and that students are becoming skillful (Borkowski et al, 1988;Paris et al, 1982); as a persuasive source of efficacy information, progress feedback can raise efficacy by conveying that learners are capable of continuing to improve their skills (Schunk & Rice, 1991). These beliefs are validated as students work on the task.…”

Section: Discussionmentioning

confidence: 99%

“…Strategy feedback promotes achievement outcomes and strategy use better than strategy instruction alone (Borkowski, Weyhing, & Carr, 1988;Kurtz & Borkowski, 1987;Paris et al, 1982). Schunk and Rice (1991) found that combining a process goal with progress feedback led to higher self-efficacy and skill than a process goal alone or a product goal.…”

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confidence: 99%

Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement

Schunk

Swartz

1993

Contemporary Educational Psychology

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418

231

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Abstract:Two experiments investigated how goal setting and progress feedback affect self-efficacy and writing achievement. Children received writing strategy instruction and were given a process goal of learning the strategy, a product goal of writing paragraphs, or a general goal of working productively. Half of the process goal children periodically received feedback on their progress in learning the strategy. In Experiment 2 we also explored transfer (maintenance and generalization) of achievement outcomes. The process goal with progress feedback treatment had the greatest impact on achievement outcomes to include maintenance and generalization; the process goal without feedback condition resulted in some benefits compared with the product and general goal conditions. Self-efficacy was highly predictive of writing skill and strategy use. Suggestions for future research and implications for classroom practice are discussed. Article:The purpose of the present investigation was to explore the effects on children's achievement outcomes of process and product goals and goal progress feedback during writing instruction. The conceptual basis of this research was goal setting theory and research, which shows that goal setting promotes motivation and learning (Bandura, 1986;Locke & Latham, 1990). The effects of goals are not automatic, however, but rather depend on goal properties: specificity, proximity, difficulty. Goals that denote specific performance standards, are temporally close at hand, or are viewed as difficult but attainable, enhance performance better than goals that are general (e.g., "Do your best"), temporally distant, or perceived as very easy or very difficult, respectively (Schunk, 1990).

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“…Hattie (2007) believed that feedback is necessary for understanding and performance. Focusing on the role of feedback on the learners' performance is clarified in different studies (Bannister, 1986;Schunk & Rice, 1991;Tabatabaei, 2011). So feedback can be a useful tool to help students to perform better.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Content Feedback and Reading Strategies on Reading Comprehension: Extroverted and Introverted Learners

Shabani¹,

Samarghandi²,

Bakhshi³

2016

IRE

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The current study aims to consider the effectiveness of content feedback (CF) along with reading strategies on L2 learners' reading comprehension ability based on the extrovert/introvert personality type. So, 35 pre-intermediate learners studying in a private language institute in Chaloos, Mazandaran, Iran participated in the study and were divided into experimental groups and control one. In order to answer the research question regarding the effectiveness of utilizing content feedback and reading strategies, eight treatment sessions were applied and the pre-post-and delayed post-tests were analyzed through SPSS software (version 20). The results revealed the positive effect of CF on the learners' reading comprehension ability and also the extroverted learners outperformed the introverted ones. In order to mention the implication side, the study suggests that teaching reading skill by using effective strategies along with content feedback can improve the learners' reading

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Learning Goals and Progress Feedback during Reading Comprehension Instruction

Cited by 91 publications

References 20 publications

Self-efficacy beliefs and the writing performance of entering high school students

Self-efficacy beliefs and the writing performance of entering high school students

Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement

The Effect of Content Feedback and Reading Strategies on Reading Comprehension: Extroverted and Introverted Learners

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