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

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.