Goal and Self-Evaluative Influences During Children's Cognitive Skill Learning.

Autor/in	Schunk, Dale H.
Titel	Goal and Self-Evaluative Influences During Children's Cognitive Skill Learning.
Quelle	In: American Educational Research Journal, 33 (1998) 2, S.359-382Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312033002359
Schlagwörter	Academic Achievement; Cognitive Style; Elementary School Students; Goal Orientation; Grade 4; Intermediate Grades; Learning Motivation; Self Evaluation (Individuals); Self Motivation; Student Motivation + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive styles; Kognitiver Stil; Zielorientierung; Zielvorstellung; School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Motivation for studies; Lernmotivation; Schulische Motivation
Abstract	Two studies investigated how goals and self-evaluation affect motivation and achievement outcomes. In both studies, fourth-grade students received instruction and practice on fractions over sessions. Students worked under conditions involving either a goal of learning how to solve problems (learning goal) or a goal of merely solving them (performance goal). In Study 1, half of the students in each goal condition evaluated their problem-solving capabilities. The learning goal with or without self-evaluation and the performance goal with self-evaluation led to higher self-efficacy, skill, motivation, and task orientation than did the performance goal without self-evaluation. In Study 2, all students in each goal condition evaluated their progress in skill acquisition. The learning goal led to higher motivation and achievement outcomes than did the performance goal. Research suggestions and implications for educational practice are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01