Interacting effects of goal setting and self- or other-referenced feedback on children's development of self-efficacy and cognitive skill within the Taiwanese classroom

Journal of Educational Psychology

Volumn 92, Issue 3, 2000, Pages 536-543

  Shih, Shu Shen ^b   Alexander, Joyce M ^a  

^a INDIANA UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034259268     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.92.3.536     Document Type: Article

References (58)

1. Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487.
2. Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
3. Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
4. Ames, C., & Ames, R. (1981). Competitive and individualistic goal structures: The salience of past performance information for causal attributions and affect. Journal of Educational Psychology, 73, 411-418.
5. Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76, 535-556.
6. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
7. Ames, C., & Felkner, D. W. (1979). An examination of children's attributions and achievement-related evaluations in competitive, cooperative, and individualistic reward structures. Journal of Educational Psychology, 71, 413-420.
8. Ballard, B., & Clanchy, J. (1984). Study abroad: A manual for Asian students. Melbourne, Australia: Longman.
9. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
10. Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible future (pp. 200-239). Cambridge, England: Cambridge University Press.
11. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
12. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
13. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
14. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
15. Bradley, D., & Bradley, M. (1984). Problems of Asian students in Australia: Language, culture, and education. Canberra: Australian Government Publishing Service.
16. Butler, R. (1987). Task-involving and ego-involving properties of evaluation. Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79, 474-482.
17. Carver, C., & Scheier, M. (1981). Attention and self-regulation: A control theory approach to human behavior. New York: Springer-Verlag.
18. Chang, S. F. (1999). Learning motivation in a junior high school EFL context in Taiwan. Unpublished doctoral dissertation, Indiana University Bloomington.
19. Covington, M. V. (1984). The motive for self-worth. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (Vol. 1, pp. 77-113). New York: Academic Press.
20. Covington, M. V., & Omelich, C. C. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169-182.
21. Dweck, C. S. (1985). Intrinsic motivation, perceived control, and self-evaluation maintenance: An achievement goal analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education: The classroom milieu (Vol. 2, pp. 289-305). Orlando, FL: Academic Press.
22. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
23. Eaton, M. J., & Dembo, M. H. (1997). Differences in the motivational beliefs of Asian American and non-Asian students. Journal of Educational Psychology, 89, 433-440.
24. France-Kaatrude, A., & Smith, W. P. (1985). Social comparison, task motivation, and the development of self-evaluative standards in children. Developmental Psychology, 21, 1080-1089.
25. Hagen, A. S. (1994, April). Achievement motivation processes and the role of classroom context. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
26. Hedges, L. V., Shymansky, J. A., & Woodworth, G. (1989). A practical guide to modern methods of meta-analysis. Washington, DC: National Science Teachers Association.
27. Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Education, 16, 231-247.
28. Horn, H. L. Jr., & Murphy, M. D. (1985). Low need achievers' performance: The positive impact of a self-determined goal. Personality and Social Psychology Bulletin, 11, 275-285.
29. Jagacinski, C. M. (1992). The effects of task involvement and ego involvement on achievement-related cognitions and behaviors. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 307-325). Hillsdale, NJ: Erlbaum.
30. Jagacinski, C. M., & Nicholls, J. G. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 76, 478-487.
31. Locke, E. A., Frederick, E., Buckner, E., & Bobko, P. (1984). Effect of previously assigned goals on self-set goals and performance. Journal of Applied Psychology, 69, 694-699.
32. Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984). Effect of self-efficacy, goals, and task strategies on task performance. Journal of Applied Psychology, 69, 241-251.
33. Meece, J. L. (1991). The classroom context and students' motivational goals. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 261-285). Greenwich, CT: JAI Press.
34. Meece, J. (1994). The role of motivation in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 25-44). Hillsdale, NJ: Erlbaum.
35. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
36. Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
37. Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
38. Midgley, C., Anderman, E. M., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Adolescence, 15, 90-113.
39. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experiences, task choice, and performance. Psychological Review, 91, 328-346.
40. Nicholls, J. G., Cobb, P., Wood, T., Yackel, E., & Patashnick, M. (1990). Assessing students' theories of success in mathematics: Individual and classroom differences. Journal of Research in Mathematics Education, 21, 109-122.
41. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement. Vol. 7: Goals and self-regulatory processes (pp. 371-402). Greenwich, CT: JAI Press.
42. Purdie, N., & Hattie, J. (1996). Cultural differences in the use of strategies for self-regulated learning. American Educational Research Journal, 33, 845-871.
43. Roeser, R., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
44. Samuelowicz, K. (1987). Learning problems of overseas students: Two sides of a story. Higher Education Research and Development, 6, 121-134.
45. Schunk, D. H. (1985). Participation in goal setting: Effects on self-efficacy and skills of learning disabled children. Journal of Special Education, 19, 307-317.
46. Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.
47. Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation in education: Retrospect and prospect. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 305-314). Hillsdale, NJ: Erlbaum.
48. Spence, J. T., & Helmreich, R. L. (1983). Achievement-related motives and behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 7-74). San Francisco: Freeman.
49. Stigler, J. W., Smith, S., & Mao, L. (1985). The self-perception of competence by Chinese children. Child Development, 56, 1259-1270.
50. Wood, R. E., & Locke, E. A. (1987). The relation of self-efficacy and grade goals to academic performance. Educational and Psychological Measurement, 47, 1013-1024.
51. Yang, L. Z. P. (1988). Development and application of a communicative theory based model for evaluating junior high EFL teaching materials in the Republic of China. Unpublished doctoral dissertation, Indiana University Bloomington.
52. Zimmerman, B. J. (1989). A social-cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.
53. Zimmerman, B., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.
54. Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
55. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
56. Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290.
57. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
58. Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 185-207). Hillsdale, NJ: Erlbaum.