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Peer reviewedSchwartz, Linda S.; Gredler, Margaret E. – Journal of Research and Development in Education, 1998
Investigated the effect of goal-setting instructional materials on graduate students randomly assigned to either goal-setting instruction or analysis of classroom vignettes. Pretests and posttests showed significant effects for goal-setting instruction on goal-analysis skills but no significant effects for perceptions of self-regulated learning or…
Descriptors: Graduate Study, Higher Education, Learner Controlled Instruction, Programmed Instructional Materials
