Literaturnachweis - Detailanzeige
Autor/inn/en | Schunk, Dale H.; Swartz, Carl W. |
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Titel | Writing Strategy Instruction with Gifted Students: Effects of Goals and Feedback on Self-Efficacy and Skills. |
Quelle | In: Roeper Review, 15 (1993) 4, S.225-30Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0278-3193 |
Schlagwörter | Academically Gifted; Feedback; Goal Orientation; Intermediate Grades; Learning Strategies; Self Efficacy; Transfer of Training; Writing (Composition); Writing Achievement; Writing Instruction; Writing Processes |
Abstract | Thirty-three gifted fourth graders received writing strategy instruction and were given a goal of learning to use the strategy of writing paragraphs. The children who received feedback on their progress achieved better writing outcomes and transfer than children who did not. These children judged their self-efficacy for writing improvement higher than other children. (Author/JDD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |