Writing strategy instruction with gifted students: Effects of goals and feedback on self‐efficacy and skills∗

Dale H. Schunk · Carl W. Swartz

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Writing and Handwriting Education Education, Achievement, and Giftedness Innovative Teaching and Learning Methods

Abstract

This study investigated the influence of goal setting and progress feedback on self‐efficacy and writing achievement. Children received writing strategy instruction over sessions and were given a goal of learning to use the strategy of writing paragraphs. Half of the strategy goal children periodically received feedback on their progress in strategy learning. The strategy goal with progress feedback exerted the greatest impact on achievement outcomes to include transfer. The strategy goal without progress feedback provided some benefits compared with the paragraph goal. Future research suggestions and implications for classroom practice are discussed.

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References

1986Handbook of research on teaching 2002Social Foundations of Thought and Action 2013Experimental Design: Procedures for the Behavioral Sciences 1990Motivational and self-regulated learning components of classroom academic performance.1991A Theory of Goal Setting and Task Performance 1991A Theory of Goal Setting and Task PerformanceA Theory of Goal Setting and Task Performance, by LockeEdwin A. and LathamGary P.. Englewood Cliffs, NJ: Prentice-Hall, 1990.1981A Cognitive Process Theory of Writing 1988Goals: An approach to motivation and achievement.

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