DOCUMENT RESUME

study investigated the effects of goal setting on children's self-efficacy and skillful performance during reading comprehension instruction. Subjects, 17 fourth graders and 16 fifth graders from one elementary school, had regularly received remedial reading comprehension instruction. Subjects were administered a pretest consisting of a self-efficacy test assessing children's perceived capabilities for correctly answering different types of questions that tapped comprehension of main ideas, and a reading comprehension skill test. Following the pretest, subjects were random1-7 assigned within sex and grade level to one of three experimental conditions--process goal, product goal, and instructional (general) goal. All students received 35-minute training sessions over 15 consecutive school days. Subjects' perceptions of their goals during the instructional sessions wer