Effects of task-focused goals on low-achieving students with and without learning disabilities
Effects of task-focused goals on low-achieving students with and without learning disabilities
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DOI：
10.3102/00028312034003513
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发表时间：
1997-09-01
影响因子：
3.6
通讯作者：
Dutka, S
中科院分区：
文献类型：
--
作者：
Fuchs, LS;Fuchs, D;Dutka, S
我们检查了以任务为重点目标治疗（TFG）在数学中对较低成绩的学生和无残障学生的影响。我们将40个教室随机分配给了（a）TFG（纳入了自我引用的评估反馈，SRAF）（b）SRAF和（c）对比度（既没有TFG也不是SRAF）。我们衡量了学生对TFG的看法，学习主题的困难和多样性，数学学习，努力和内在动机。 TFG学生报告说，享受和受益于TFG，选择了更具挑战性和更多的学习主题，并差异化。然而，增加的努力与在没有学习障碍的情况下仅对TFG的低成就者学习而增加了更多的学习，我们发现对内在动机没有影响。
We examined effects of a task-focused goals treatment (TFG) in mathematics on low-achieving students with and without disabilities. We randomly assigned 40 classrooms to (a) TFG (which incorporated self-referenced assessment feedback, SRAF) (b) SRAF, and (c) contrast (neither TFG nor SRAF). We measured student perceptions of TFG, the difficulty and variety of learning topics, mathematics learning, effort and intrinsic motivation. TFG students reported enjoying and benefiting from TFG, chose more challenging and a greater variety of learning topics, and increased their effort differentially. Increased effort, however, was associated with greater learning only for low achievers in TFG without learning disabilities, and we found no effects on intrinsic motivation.