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Peer reviewedSchunk, Dale H. – Journal of Experimental Education, 1982
This experiment investigated the effects of progress self-monitoring on children's achievement and percepts of self-efficacy in the context of mathematical competency development. Results showed that self- and external monitoring led to significantly higher percepts of efficacy, skill, and persistence compared with no monitoring. (Author/PN)
Descriptors: Academic Achievement, Comprehension, Elementary Education, Learning Processes
